Effective Interventions for ADHD Students in Spanish Immersion in the Primary Grades
Term
Fall 12-12-2014
Capstone
Thesis
Degree Name
MAT
Primary Advisor/Dissertation Chair
Karen Moroz
Secondary Advisor/Reader One
Jeremy Engebretson
Peer-Reviewer/Reader Two
Katie Nagel
Abstract
The research question addresed in this project was, which interventions are most effective in supporting a student with ADHD? The motivating factor for this capstone was the struggle with students with ADHD in the classroom of the Spanish Immersion program. The capstone details various effective interventions found in the literature review, as well interventions used by classroom teachers. The key influence for this capstone was a kindergarten student who demonstrated ADHD characteristics and the interest of his kindergarten teacher to put together a variety of effective interventions that worked well with him and make them available for other teachers to support students with similar behavioral characteristics. The method was the qualitative method of a case study, interviews and observations. The effective interventions found are: case manager, social thinking group, reward system with beads, special things just for him, proximity, visuals, hands on activities, clear directions, flexibility, medication and communication with parents.
Keywords
At-risk Students, Classroom Management, Reflective Practice, Spanish Immersion
Recommended Citation
Cespedes-Schueller, Patricia, "Effective Interventions for ADHD Students in Spanish Immersion in the Primary Grades" (2014). School of Education and Leadership Student Capstone Theses and Dissertations. 78.
https://digitalcommons.hamline.edu/hse_all/78