Running head: ASSESSING STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY 1
DISORDER
Assessing Students With Attention Deficit Hyperactivity Disorder
Heidi R. Fujii
Seattle Pacific University
ASSESSING STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER
Teaching Students With Attention Deficit Hyperactivity Disorder
Attention Deficit Hyperactivity Disorder (ADHD) has received growing attention over
recent years amongst teachers, doctors, parents, students, and the general public. This growing
attention of ADHD is due to the fact that it is “the most common psychiatric disorder in
childhood, affecting approximately 3-7% of school-age children” (Sherman, Rasmussen &
Baydala, 2008, p. 348). Many teachers could say they have had at least one student in their class
with ADHD and several teachers could say they played a part in the diagnostic process of ADHD
in a student. “The core symptoms of ADHD including inattention, hyperactivity and impulsivity
frequently lead to significant academic difficulties and delays that often result in the child’s
teacher being the first to suspect the disorder and initiate a referral to a health care professional”
(Sherman et al., 2008, p. 348). Teacher factors can have a connection with student success
though this is an area that is under-explored (Sherman et al., 2008, p. 348).
But research has shown that students with ADHD can benefit from teachers who have a
preventative outlook on the situation. “This preventative outlook incorporates the notion that
classroom problems are temporary, and can be modified with interventions. Furthermore,
teachers with a preventative outlook frequently view parents as part of the solution, and believe
that teamwork is an important component for decreasing problem behavior” (Sherman et al.,
2008, p. 351). The student is also part of the team working on this preventative approach.
Assessment is crucial in the diagnostic and early prevention process and research indicates it is
most effective when assessment strategies are consistently implemented.
The article, which I selected to review, is Monitoring Students with ADHD within the RTI
Framework by Haraway (2012). The article focuses on several assessment strategies within the
Response to Intervention (RTI) framework in order to provide the appropriate intervention for
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ASSESSING STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER
students with ADHD. The purpose for any RTI framework is to integrate assessment and
intervention by utilizing a multi-leveled prevention system in order to maximize student
achievement and reduce behavioral problems (p. 17). I have learned in module two the
effectiveness of RTI frameworks and wanted to take a closer look at some of the specific
assessment measures within the multi-tiered system. More specifically, it is to tie in the RTI
system with effective assessment strategies for students who have been diagnosed with ADHD.
This paper will place an emphasis on the various assessment strategies in order to monitor
students with ADHD within a RTI framework, so that the proper intervention systems can be
implemented to ensure all needs of the student are being met.
Curriculum based measurement (CBM) involve frequent assessment of student skills in
any content area (Haraway, 2012, p. 19). CBM is most commonly used in tier one and tier two of
the RTI framework. The reliance on CBM is especially greater for ADHD students who are
struggling with achievement deficits. The frequency of this assessment strategy can be done
weekly or monthly depending on the severity of ADHD, which many times result in more
frequent monitoring. The benefit for utilizing CBM is the practicality in which a teacher can
either select or make their own tests, which is referred to as probes, in order to gather
information throughout ones own instruction (p. 19). From this, the progress is graphed to
provide a visual record of the student’s progress. Recording and graphing the probes is extremely
important in that this visual aid helps in the communication with parents and other professionals
as there is empirical data supporting any concerns or claims. Additionally, the visual
representation can help students monitor, celebrate, and problem-solve to enhance their own
learning (p. 19). CBM is a strategy that teachers can use to track and monitor students with
ADHD. It is not limited to students with ADHD, it can be used as a tool for monitoring the entire
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ASSESSING STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER
student demographic and ensure that all students are receiving the best instruction and support
possible.
Check in – check out (CICO) is an assessment strategy used for students in tier two and
tier three of the RTI framework. CICO is a program designed to support students who are at-risk
for behavior difficulties, which many students with ADHD suffer from. What CICO does is that
it targets a student’s specific behavioral issue. It begins by creating a clear definition of the
expected behavior. From this, the student will receive intensive direct instruction in the
appropriate social skill development (p. 19). Positive reinforcement is given to the appropriate
behavior, whereas contingent consequences are implemented in response to any inappropriate
behaviors. Students are given some sort of monitoring card, which is sent home and returned to
school. This results in a strong home-to-school collaboration and provides consistent
communication on the progress of the student. Haraway (2012) gives the example of a student
named Bobby who was required to approach his teachers who would then rate Bobby’s behavior
during the class. Bobby then had to bring the card home and get his parents to sign it. Bobby
would return the signed report card and receive a blank one for the current day (p. 20). This is
one approach that one can use when implementing a CICO system and it shows that there is
constant monitoring and communication between student, home, and school. CICO provides an
adequate amount of adult support, where the student still must be responsible for the completion
of the daily report card as well as maintaining the appropriate behavior.
I agree with Haraway (2012) and this RTI approach as it utilizes effective assessment
strategies as an early intervention method, for students with ADHD, in order to promote success
and achievement. Students with ADHD could benefit from both the CBM and CICO systems, as
they are adaptable for each student, in order to help their specific needs. This tiered system also
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ASSESSING STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER
allows for an appropriate level strategy to help with the intervention of students, so they can
succeed academically and minimize the amount of behavioral problems. I find it particularly
helpful that these systems use assessment as it allows for the teacher, student, and others to
contribute valuable information that can be analyzed over time. The importance of a community
helping a child manage behavioral problems and increase learning is also very important, as it is
effective. But it is equally important for the student to have responsibility in the team process.
I learned that as a teacher, you do not have to try to fight against behaviors in the
classroom, but a preventative approach can be taken. For students with ADHD, this RTI model
can be a very effective method. Students can also excel as they might get reinforcement from
home, especially through the CICO system. I have used the CBM method before with many
students, not specifically those with ADHD, and I have realized it can be a great tool for talking
with others who care about the students’ success and behavioral control. This research has
encouraged me to take a preventative approach and value good communication with the student,
parents, and others involved in the situation. Although Sherman et al. stated there is little
research on teacher factors and their impact on student success, I would like to learn more about
effective classroom strategies to helping students with ADHD control their behaviors and
succeed academically.
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ASSESSING STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER
References
Haraway, D.L. (2012). Monitoring students with ADHD within the RTI framework. The
Behavior Analyst Today, 13(2), 17-21. Retrieved from:
http://files.eric.ed.gov/fulltext/EJ1004993.pdf
Sherman, J., Rasmussen, C., & Baydala, L. (2008). The impact of teacher factors on achievement
and behavioural outcomes of children with attention deficit/hyperactivity disorder
(ADHD): a review of the literature. Educational Research, 50 (4), 347-360. Doi:
10.1080/00131880802499803
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