My action research plan was on a student diagnosed with ADHD when he was in kindergarten. He is now in third grade. From speaking with his former teachers, this student's behavior has progressively worsened over the years. The parents do not want him on any type of medication for his ADHD. I have tried numerous approaches (moving his desk beside my desk, to the front of the room, to the back of the room, and keeping his desk out of a group). None of these approaches have worked. The two main behaviors that I am working with Phillip on are his impulsiveness and blurting out answers, constant talking throughout the day, and his not being able to sit at his desk while I am teaching.
Two weeks ago, I began a self-monitoring check-list for Phillip to keep. It's taped on his desk, and he receives a star whenever he remembers to raise his hand before talking and another star for staying in his seat for me to teach through one entire subject. He knows at the end of the lesson, he can get up to get his stars.
I have also implemented a check in/check out system with Phillip. He checks in with me in the mornings and checks out at the end of the day. I write a daily note home to his parents in his agenda.
Researching how to handle this behavior, I found that I should have him concentrate on one or two behaviors that most affected my classroom. I also realized that Phillip is a student that needs a daily reward for positive behavior. I keep the rewards simple (extra computer time, lunch with a friend). I plan to conference with him in a few weeks (or sooner if needed) and make any adjustments and add more variety to his reward system. So far, I am seeing a slight change, and I plan to continue this plan through the rest of the year.
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