Students with ADHD
Education 518, Section B13
Dr. Carolyn McCreight
Qualitative article review: Students with ADHD
Homeschooling is one of the controversial approaches to educate children with 'special needs'. Students with Attention Deficit Hyperactivity Disorder are preferred to be taught at home by their parents. Instructors for homeschooling are also arranged for this purpose. However, there has been widespread criticism on this method of teaching attention-deficit students. The main purpose of this paper is to review a qualitative study conducted on the topic of providing homeschooling to attention-deficit students. Duvall, Delquadri and Ward (2004) conducted a study to investigate the appropriateness of homeschooling environment for instructing basic skills to children with special needs. The main purpose of this qualitative study was to ascertain whether or not parents of children having attention-deficit as well as hyperactivity disorder could provide their children with instructional environmental that was conducive for facilitating acquisition of basic skills by their children.
Description of participants/sample
Four students were made part of this research as participants of the study. All four students had attention deficit hyperactivity disorder being diagnosed to them. The main category of ADHD students that were selected as sample was suffering from 'inattentiveness syndrome'. In order to provide relative benchmark for comparing experiences of homeschooled and regularly educated students, the sample was selected from a population of 33 local students. Out of these total 33 students, 23 got their early education at school whereas 10 received early instruction at their homes. An elaborate method of sample selection was deployed by the researchers. Only those students were included in the sample that did not receive any medication for ADHD since medical treatments results in mismatches with respect to their results in assessed categories. Each homeschooled child was paired with public school child according to significant scores. The main tools for this pairing according to significant score were:
1- Children's Attention Profile (Barkley, 1990, 1991)
2- Home Situations Questionnaire-Revised (Barkley, 1990, 1991)
3- School Situations Questionnaire-Revised (Barkley, 1990, 1991)
Students with difference of 15 or less scores were paired with each other. The main tests used for obtaining these achievement scores were Broad Reading and Broad Math standard scores on Johnson Tests of Achievement-Revised [WJ-R]; rate-based scores in reading and math, IQ, grade, sex, and socioeconomic status.
Research Design/Data Collection
Continuous baseline probe design of research was used by Duvall, et al. (2004) to investigate the research problem. This method was initially used by same researcher (Duvall) in 1997. This method was used in this study to examine the comparison of homeschooling and public schooling with respect to two main factors i.e. active academic engagement and achievement gains over time. The dependent measures in this research design were (1) Eco-behavioral Assessment Systems Software (EBASS; Juniper Gardens Children's Project, 1993) codes (e.g., academic engagement levels); (2) WJ-R subtest scores (3) Rate-based measures based on Kaufman Tests of Educational Achievement (Kaufman & Kaufman, 1985) (4) Consumer satisfaction questionnaires. Dependent measures were also identified that were direct observations related to academic engagement, parent behavior regarding instructing, student behavior, and ecological features assessed through EBASS.
Data collection and data analysis
The case study involved three students: two male and one female. Both observational and quantitative data were used in evaluating the efficacy of the program. The students were observed using the Mainstream Version of the Code for Instructional Structure and Student Academic Response (MS-CISSAR), "an eco-behavioral direct classroom observation instrument that produces information on ecological, teacher, and student behavior processes" and their standardized test scores were also taken into consideration (Duvall et al., 2004).
Results
The direct observations of students using the MS-CISSAR suggested that students were more often engaged with the instructors and experienced greater gains in measures of both reading and math than public school students with similar demographic profiles in a conventional...
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