Date of Award

Fall 2023

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Jennifer Putnam

Abstract

This study was designed to examine the instructional modifications teachers use with students who have been diagnosed with attention-deficit hyperactivity disorder (ADHD). It determined teacher perceptions of students with ADHD and the impact those perceptions had on participants’ implementation of instructional modifications designed for students diagnosed with ADHD. This study also considered what effect instructional modifications have on the academic achievement of students diagnosed with ADHD within the context of a traditional high school mathematics classroom. Data were collected through participant interviews, classroom observations, and statistical analysis of pre and post-assessment scores. The results of the study showed a lack of foundational knowledge in the symptoms of ADHD and their impact on the academic performance of students diagnosed with ADHD in the classroom as well as the instructional modifications designed to aid students diagnosed with ADHD. The goal of this study was to show the need for formal training and continued professional development for teachers on the instructional modifications needed to help students diagnosed with ADHD be successful and the impact those modifications had on academic achievement.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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