Modifications and accommodations Medford Middle School teachers make for students demonstrating behaviors of attention deficit/hyperactivity disorder

Abstract

This study involves Medford Middle School teachers identifying the modifications and/or accommodations they make for children that demonstrate Attention Deficit / Hyperactivity Disorder (AD/HD) type behaviors in the classroom setting. The teachers surveyed encompass all subjects including the Related Arts classes of band, chorus, physical education, art and family and consumer education. The six behaviors identified in the survey were taken from the DSM IV criteria for diagnosing AD/HD in children. Part one of each question was the identified behavior and how the teacher accommodated it. Part two of the behavioral question was a continuum of the level of tolerance the teacher has for each specific behavior. The continuum range from “Little Tolerance” (1) to “Some Tolerance” (3) to “Much Tolerance” (5). In addition to the six behavioral questions, the teachers were asked to respond as to what their definition of a AD/HD 4 504 Plan is and their willingness to make modifications/accommodations for a student that demonstrates AD/HD like behaviors, but does not have an Individual Education Plan (IEP). The findings of this research describe how Medford Middle School teachers utilize at least six to 20 strategies or accommodations in order to help students succeed in school. Twelve percent of teachers demonstrated knowledge of what a 504 Plan is. The last question surveyed their willingness to make modifications or accommodations without an IEP or 504 Plan directing them. The average responses by grade ranged from 2.6 (slightly less than “somewhat likely” to modify or accommodate) in eighth grade to 3.5 (slightly higher than “somewhat likely” to modify or accommodate) in fifth grade. Sixty-three percent of Medford Middle School teachers modify, accommodate or utilize behavior management strategies for teaching children that demonstrate AD/HD like behaviors.