What is ADHD and how does it Affect Kids?

Article Review

Attention Deficit Hyperactivity Disorder (ADHD) is a disorder which disrupts attention and concentration among children affecting normal growth and development. According to the article, the disorder affects about 10% of high schoolers in the US (Cho & Blair, 2017). The article evaluates the extent of various interventions in preventing problem behaviors and improving classroom engagement of students with ADHD. The interventions include involving replacement skills, a change of behavior consequences and enhancing the activities students engage in class.

Summary

The article provides findings from a study conducted on two students and their teacher. The first study subject was Sam, a Caucasian male, 13 years and diagnosed with ADHD and OHI at 8 years. The second subject was Katrina a Caucasian female, 12 years and also diagnosed at the age of 9 with ADHD, emotional and behavior defects, and OHI. The teacher aged 30 years was experienced to provide special education. Two observers participated in collecting data and overseeing that all procedures take place as planned. The data presented students' academic performance and behavioral problems. The data were collected 3 to 4 times a week, and each session lasted for 40 minutes.

The study used a fidelity checklist, and each student was assigned various strategies for implementation. The social behaviors were recorded using a Linkert-types scale. The teacher reviewed the subjects individualized education program (IEP) and recorded FBA data. The hypothesis created a baseline for both reading and writing. Data collection lasted for four weeks, and the results recorded. Both students had correlated behaviors and academic engagement problems. Katrina showed more behavioral problems than academic engagement problems while Sam showed more problems than behavioral problems. The behavioral patterns for both students portrayed insignificant change. The study found out that improved replacement skills, changed behavior consequences and improved class activities are effective strategies teachers can use on students with ADHD and other related behavior problems.

Critique

The author identifies more than one strategy to assess its effectiveness of students with behavior problems. The inclusion of the three strategies ensured that the results were successful. Stating the aim of the study, the author creates more emphasis by focusing on students in high school; as ADHD mostly affects young children. The study clearly states the hypothesis and identifies subjects. The authors engage data and statistics from CDC to portray the seriousness of behavioral problems and the reason why the teachers should employ better intervention strategies. As a result, because the study has solid support from legislative Acts and the CDC, it is, therefore, relevant and useful. The authors agree with Act 504 Rehabilitation Act, by stating that children with disabilities should receive the necessary care and provided with all the resources which would help them cope with their problems.

The study uses as a selected sample of students with disabilities and in high school. However, the sample size is small and fails to act entirely as a representative. It is vague to use the data of two students to generalize that all students with ADHD and related problems will do well under improved replacement skills, changed behavior consequences and improved class activities. Additionally, a small sample size increases the chances of errors and uncertainties for the entire research as one of the subjects may have a lower response rate.

The study implemented different recording techniques. Data recording was not consistent as it relied on different study tools such as the Linkert scale and 10-s partial intervention system. Each of the tools had functioned differently. Using different tools recording scales in academic and behavioral assessment may have contributed to inconsistent results and a high error margin. Additionally, the study used a teacher to record the results, something which could affect the reliability of the outcomes since the teacher was not proficient in such studies. It then portrays that the authors did not consider the fundamental concepts required to study the behavior of children with ADHD. However, the authors could also argue that using the teacher to record the responses of the students was necessary to maintain normal learning conditions for the students. People with behavioral problems are sensitive to strangers, and therefore a new figure could affect the findings of the study.

The Study was a success, and the authors were able to prove the effectiveness of a multicomponent intervention in helping students with ADHD. The study methods, however, have to be re-evaluated because of flaws which could affect the credibility of the whole study. Additionally, the sample size was not sufficient and could give biased and inconsistent results. It would also be reliable if the study used consistent data collection methods as different methods for each qualitative techniques could cause more errors. However, the overall research is excellent except for some few problems which could have been corrected. It provides a clear illustration of how teachers should use multicomponent studies to provide special education to students with ADHD.

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