Program
Special Education M.A.
Number of Pages
97
Year Approved
2022
First Advisor
Mignard, Michael
Second Reader
Susan Larson;
Abstract
Attention Deficit Hyperactivity Disorder is one of the most common neurological disorders among youth, leading to symptoms of impulsivity, inattention, and cognitive processing differences when compared to same-age typically developing peers. Educators have long been challenged by finding ways to manage their classrooms while effectively benefiting the struggles students with ADHD face. The purpose of this literature review was divided into three separate goals: (1) to evaluate classroom management strategies and their effectiveness on ADHD symptoms, (2) to verify the affects that on-task/off-task behaviors have on academic outcomes, and (3) to investigate the negative and positive perceptions of students based on strategies and consequences. This review covers a broad scope of information that produces specific and encouraging results for educators of students with ADHD.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Recommended Citation
Barstow, R. A. (2022). Classroom Management Strategies That Prolong On-Task Behaviors and Increase Success for Special Education Students with ADHD [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/900