Committee Chair

Rausch, David W.

Committee Member

Taylor, Jessica; Crawford, Elizabeth K.; Gordon, Jason

Department

Dept. of Applied Leadership and Learning

College

College of Health, Education, and Professional Studies

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

The study investigated how implementing academic and behavioral strategies can improve outcomes for students with ADHD by addressing their challenges with cognitive and executive functioning, which impact academic and social skills. Students with ADHD often experience coexisting conditions like anxiety and depression, and they face difficulties in traditional education systems designed for neurotypical learners. Accommodations such as extended time, preferential seating, and breaking tasks into smaller steps are helpful but insufficient. Other strategies included providing digital and written notes, using graphic organizers, incorporating movement, and offering instant rewards to maintain focus and engagement. The research questions focused on the effectiveness of strategies by gender, their impact on academic performance, and the students’ perceptions of the interventions. The study aimed to increase understanding of ADHD in education, contribute to more inclusive practices, and reduce stigmas surrounding ADHD diagnosis and treatment. The study involved a total of 41students from a high school in rural Appalachia of Southeast Tennessee. Five of the 41 students had documented ADHD. The study used a mixed-methods case study design and examined the relationship between these strategies and student achievement on the TCAP English I Practice Test in writing and reading comprehension. It also explored gender differences in ADHD presentation and how these might have influenced the effectiveness of strategies. After conducting Chi-Square tests, results indicated no statistical significance for RQ 1-4. However, for RQ 5, using a paired samples t-test and a two-way ANOVA, it was found students with ADHD scored lower on the self-perception posttest when compared to their peers without ADHD. RQ 6’s qualitative findings indicated students’ positive perceptions of the teacher’s academic and behavioral strategies used, such as communication tools, organizational aids, and classroom management techniques. Even though there were no statistically significant quantitative results, the findings contributed to the understanding of inclusive teaching practices and improving support for neurodivergent learners. Moreover, this research sought to reduce stigma surrounding ADHD by promoting awareness, improving outcomes, and providing students with coping mechanisms for adulthood.

Acknowledgments

Thank you to some of my UTC cohort 15 members, who supported me throughout the doctoral program. Thank you to some of my former and present colleagues. A special thank you to Drs. Rausch, Crawford, and Taylor for being the most helpful and most responsive dissertation committee. Thank you to Drs. Rausch, Crawford, Taylor, and Gordon for being patient, motivating, and understanding during my journey of the LEAD program. You all helped to keep me on track and focused throughout, and I am forever appreciative.

Degree

Ph. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Philosophy.

Date

5-2025

Subject

Academic achievement; High schools—Tennessee—Examinations; Learning strategies; Youth with attention-deficit hyperactivity disorder--Education--Tennessee

Keyword

ADHD; strategies; accommodations; gender differences; achievement; inclusion

Document Type

Doctoral dissertations

DCMI Type

Text

Extent

xviii, 243 leaves

Language

English

Rights

http://rightsstatements.org/vocab/InC/1.0/

License

http://creativecommons.org/licenses/by/4.0/

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