Exploring some common english teaching activities for attention deficit hyperactivity disorder adhd children at hue star primary school

TRAN THI NHU Y * MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING * HUE - 2014 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES TRAN THI NHU Y EXPLORING SOME COMMON ENGLISH TEACHING ACTIVITIES FOR ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) CHILDREN AT HUE STAR PRIMARY SCHOOL MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2014 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES TRAN THI NHU Y EXPLORING SOME COMMON ENGLISH TEACHING ACTIVITIES FOR ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) CHILDREN AT HUE STAR PRIMARY SCHOOL MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: TON NU NHU HUONG, D.Ed HUE, 2014 [ BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƢỜNG ĐẠI HỌC NGOẠI NGỮ TRẦN THỊ NHƢ Ý NGHIÊN CỨU CÁC HOẠT ĐỘNG GIẢNG DẠY TIẾNG ANH THÔNG THƢỜNG CHO TRẺ MANG HỘI CHỨNG TĂNG ĐỘNG GIẢM CHÚ Ý Ở TRƢỜNG TIỂU HỌC HUẾ STAR LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƢƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƢỜI HƢỚNG DẪN KHOA HỌC : TS TÔN NỮ NHƢ HƢƠNG HUẾ, 2014 Statement of Authorship I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true and have not been published elsewhere Author Trần Thị Như Ý ABSTRACT i This research aims at finding the answers to the issues of teaching English to the Attention Deficit Hyperactivity Disorder Children In that process, it attempted to demonstrate English teachers’ perceptions of English teaching activities for teaching ADHD Children and including some activities were often used for teaching English to Attention Deficit Hyperactive Disorder Children Besides, the study tried to give some suggestions that are useful for English teachers to help training more effectively for Attention Deficit Hyperactive Disorder Children The data collection tools consisted of the observation, the interview and tests to parents The observations were done two times in six classes from grade to grade 5; the interview was carried out with the teachers and note-taking was employed to keep track of their perceptions of English teaching activities for ADHD children and the effectiveness of using these activities in their classes The interviews were done in Vietnamese and translated into English later To decide on children who are suffering from ADHD, the author delivered “Child Attention Deficit Disorder (ADD/ADHD) Test” designed by (John M Grohol, 2013) for all parents of children at Hue Star Primary School The participants of this study were divided into groups: the first were five teachers of Hue Star Primary school, the second were one hundred eleven parents, and the third were seventeen ADHD children chosen from six classes grade to grade at Hue Star Primary school The results from the study showed that teachers were aware of the importance of teaching English to ADHD children In addition, showing the difficulties that teachers often faced in teaching ADHD children will motivate teachers to find out the best teaching activities as well as their approaches in order to help children enhance their study Based on the findings, suggestions were given toward teachers, parents and administrators so that they could find some more effective activities in teaching English to ADHD children in order to improve their skills in learning English ii Acknowledgement Above all, I am deeply indebted to my supervisor, Dr Ton Nu Nhu Huong for the invaluable knowledge and experience, the enthusiastic and helpful guidance, the responsible care as well as the sympathetic encouragement she has given to me at every stage of the development of this research paper Sincerely speaking, without her, the research paper cannot be completed Also, my special thanks go to the teachers and the parents at Hue Star Primary school who generously and enthusiastically spent their time for my interviews and questionnaire to be conducted conveniently Finally, from the bottom of my heart, I am deeply grateful to my beloved family, and my close friends who provided me with vital love, support and encouragement to help me overcome all the difficulties while I conducted this study iii TABLE OF CONTENTS Contents Pages STATEMENT OF AUTHORSHIP i ABSTRACT ii ACKNOWLEDGEMENT iii LIST OF CHARTS viii LIST OF ABBREVIATIONS ix CHAPTER 1- INTRODUCTION 1.1 Background of the study 1.2 Rationale 1.3 Aims of the study 1.4 Significance of the study 1.5 Research Questions 1.6 Scope of the study 1.7 Structure of the study .4 CHAPTER - LITERATURE REVIEW 2.1 Overview 2.2 Theoretical background 2.2.1 An Overview of Attention Deficit Hyperactivity Disorder (ADHD) 2.2.1.1 Definition and originality 2.2.1.2 Categories and symptoms of Attention Deficit Hyperactive Disorder 2.2.1.2.1 Inattention 2.2.1.2.2 Hyperactivity 2.2.1.2.3 Impulsivity .8 2.2.1.3 Ways to reduce symptoms 2.2.2 Teaching methods and approaches 13 2.2.2.1 Classroom accommodation 13 2.2.2.2 The structure of the lesson 15 2.2.2.3 Methods and strategies for teaching English lessons to ADHD children 16 iv 2.2.2.4 Approaches to teaching children with ADHD 17 2.2.2.5 The relation between language and ADHD children .19 2.3 Review of the previous studies .20 2.3.1 ADHD in the world .20 2.3.2 ADHD in Vietnam .21 2.4 Chapter summary 22 CHAPTER - METHODOLOGY 23 3.1 Introduction 23 3.2 Research approach 23 3.2.1 Research site 25 3.2.2 Participants 25 3.2.3 Research methods 26 3.3 Data collection procedure .26 3.3.1 The interview .26 3.3.2 The observation 27 3.3.2.1 Description of the school 28 3.3.2.2 Class .28 3.3.2.2.1 Description of class 28 3.3.2.2.2 The English teacher of class .28 3.3.2.2.3 Children with ADHD in the class .28 3.3.2.3 Class .29 3.3.2.3.1 Description of class 29 3.3.2.3.2 The English teacher of class .29 3.3.2.3.3 Children with ADHD in the class .29 3.3.2.4 Class .30 3.3.2.4.1 Description of class 30 3.3.2.4.2 The English teacher of class .30 3.3.2.4.3 Children with ADHD in class 30 3.3.2.5.Class 31 v 3.3.2.5.1 Description of the class 31 3.3.2.5.2 The English teacher of class .31 3.3.2.5.3 The children with ADHD of class 31 3.3.2.6 Class .32 3.3.2.6.1 Description of class 32 3.3.2.6.2 The English teacher of the class 32 3.3.2.6.3 The children with ADHD in the class 32 3.3.2.7 Class .32 3.3.2.7.1 Description of class 32 3.3.2.7.2 The English teacher of the class 33 3.3.2.7.3 The children with ADHD in the class 33 3.4 Data analysis 34 3.5 Chapter summary 34 CHAPTER - FINDINGS AND DISCUSSION 35 4.1 Introduction 35 4.2 Results from the interviews 35 4.2.1 The English teachers’ perceptions of English teaching techniques for ADHD children 35 4.2.2 The English teacher’s experience in teaching English for ADHD Children .36 4.2.3 The difficulties that the teachers often encounter as teaching with ADHD children 37 4.2.4 Adapting teaching activities or approaches to the children with ADHD 38 4.3 Results from the observations 39 4.3.1 Classrooms arrangement .39 4.3.2 The structure of the lessons and used activities 40 4.3.3 Teachers and their approaches 44 4.4 Chapter summary 46 CHAPTER - CONCLUSION, IMPLICATIONS, AND SUGGESTIONS FOR FURTHER RESEARCH 47 vi 5.1 Introduction 47 5.2 Summary of the Key Findings 47 5.3 Implications 48 5.3.1 Implications for teachers: the following implications are offered based on the study findings 48 5.3.2 Implication for parents 49 5.3.3 Implication for administrators .50 5.4 Contribution of the study 50 5.5 Limitations of the study 50 5.6 Recommendations for future research 51 REFERENCES 52 APPENDICES 56 vii How often does your child fail to give close attention to details, or make careless mistakes in things such as schoolwork, or during other activities? a Never b Rarely c Sometimes d Often How often does your child forget to something that they all the time, such as missing a playdate, practice, or forgetting their lunch? a Never b Rarely c Sometimes d Often How often does your child lose, misplace or damage something that they need in order to get things done (e.g., school materials, pencils, books, tools, etc.)? a Never b Rarely c Sometimes d Often How often does your child have trouble following through on instructions, or failing to finish schoolwork, chores, or other duties (e.g., they start a task but quickly lose focus and are easily sidetracked)? a Never b Rarely c Sometimes d Often 10 How often does your child unable to play or engage in playtime or leisurely activities quietly? a Never b Rarely c Sometimes d Often 58 11 How often does your child have difficulty waiting their turn, such as while waiting in line? a Never b Rarely c Sometimes d Often 12 How often does your child run about or climb in situations where it is inappropriate? a Never b Rarely c Sometimes d Often 13 How often does your child fidget with or taps their hands or feet, or squirms in their seat? a Never b Rarely c Sometimes d Often 14 How often does your child blurt out an answer before a question has been completed? a Never b Rarely c Sometimes d Often 15 How often does your child feel restless, "on the go," or acting as if "driven by a motor" (e.g., is unable to be or uncomfortable being still for extended periods of time)? a Never b Rarely c Sometimes d Often 59 16 How often does your child leave their seat in situations when remaining seated is expected (e.g., in a classroom)? a Never b Rarely c Sometimes d Often 17 How often you find your child is talking excessively? a Never b Rarely c Sometimes d Often 18 How often does your child interrupt or intrude on others (e.g., butts into conversations, games or activities; may start using other people's things without asking or receiving permission)? a Never b Rarely c Sometimes d Often 19 Were several of the symptoms present prior to age 12? □No □Yes 20 Do the symptoms appear in at least two or more settings (e.g., at home and school)? □No □Yes Thank you for your time! 60 SCORING KEY: IF YOU SCORED YOUR CHILD MAY HAVE 42 & up Childhood ADHD 36-41 Moderate ADHD 24-35 ADHD Possible 12-23 Some ADHD symptoms 0-11 No ADHD likely SỰ TĂNG ĐỘNG GIẢM CHÚ Ý Ở TRẺ ĐƢỢC THỰC HIỆN THÔNG QUA BÀI KIỂM TRA CỦA TIẾN SĨ JOHN M GROHOL (2000) Các phụ huynh thực câu hỏi để kiểm tra xem liệu có mắc chứng tăng động giảm ý hay không? Hướng dẫn: Hãy trả lời câu hỏi ngắn thái độ cảm xúc bạn tháng qua Hãy dành chút thời gian suy nghĩ đưa câu trả lời A THÔNG TIN CÁ NHÂN Tên đầy đủ (của cha mẹ):……………………………………… (khơng bắt buộc) Giới tính: Nam □ Nữ □ Tuổi: B HÃY ĐỌC THẬT KĨ VÀ ĐƢA RA CÂU TRẢ LỜI Câu trả lời bậc phụ huynh góp vai trị lớn thành công đề tài nghiên cứu Các liệu nhằm mục đích nghiên cứu, khơng ngồi mục đích khác Rất mong hợp tác quí vị Lưu ý: a Không bao giờ: điểm b Rất hiếm: điểm c Thỉnh thoảng: điểm d Thường: điểm e Khơng: điểm f Có: điểm 61 Con bạn thƣờng gặp khó khăn việc tập trung làm công việc nhà, việc học trƣờng hay hoạt động vui chơi khác (tập trung vào học, đọc hay đoạn hội thoại dài) a Không b Hiếm c Thỉnh thoảng d Thường Con bạn dàng bị xao nhãng tác động bên nhƣ tranh luận ồn hay môi trƣờng huyên náo? a Không b Hiếm c Thỉnh thoảng d Thường Con bạn có thƣờng trốn tránh hay khơng thích cơng việc liên quan đến trí óc? a Khơng b Hiếm c Thỉnh thoảng d Thường Con bạn có tập trung lắng nghe ngƣời khác nói chuyện hay xao nhãng với việc khác? a Không b Hiếm c Thỉnh thoảng d Thường Con bạn có gặp khó khăn việc thực nhiệm vụ đƣợc giao (sắp xếp thời gian biểu, nộp qui định, thực thƣờng xuyên nhiệm vụ) a Không b Hiếm c Thỉnh thoảng d Thường 62 Con bạn không tập trung vào công việc tỉ mỉ, phạm lỗi thực công việc trƣờng hay hoạt động khác a Không b Hiếm c Thỉnh thoảng d Thường Con bạn hay quên thực công việc nhƣ bỏ lỡ trò chơi, quên bữa a Không b Hiếm c Thỉnh thoảng d Thường Con bạn hay làm mất, để không vị trí hay làm hỏng dụng cụ (dụng cụ học tập, bút chì, sách giáo khoa…) a Khơng b Hiếm c Thỉnh thoảng d Thường Con bạn gặp khó khăn việc tiếp thu lời dẫn, khơng hồn thành việc trƣờng, nhà, hay công việc đƣợc giao (bắt đầu thực nhiệm vụ nhƣng dễ xao nhãng, lơ đãng) a Không b Hiếm c Thỉnh thoảng d Thường 10 Con bạn chơi hay tham gia trị chơi giải trí cách n ổn a Không b Hiếm c Thỉnh thoảng d Thường 63 11 Con bạn gặp khó khăn việc chờ đợi đến lƣợt nhƣ việc xếp hàng a Không b Hiếm c Thỉnh thoảng d Thường 12 Con bạn chạy loanh quanh, hay nhƣợng trƣớc tình khó khăn a Khơng b Hiếm c Thỉnh thoảng d Thường 13 Con bạn đứng ngồi không yên, vỗ tay, vỗ chân, hay lúng túng a Không b Hiếm c Thỉnh thoảng d Thường 14 Con bạn thƣờng đƣa câu trả lời câu hỏi chƣa chấm dứt a Không b Hiếm c Thỉnh thoảng d Thường 15 Con bạn đứng ngồi không yên, hành động nhƣ mô tô sẵn sàng chiến đấu a Không b Hiếm c Thỉnh thoảng d Thường 16 Con bạn rời chỗ cịn chỗ khác tốt a Khơng b Hiếm c Thỉnh thoảng d Thường 64 17 Bạn có thƣờng thấy nói qua nhiều a Không b Hiếm c Thỉnh thoảng d Thường 18 Con bạn có thƣờng ngắt lời ngƣời khác (tranh giành đồ chơi, hay dùng đồ ngƣời khác không hỏi ý kiến) a Không b Hiếm c Thỉnh thoảng d Thường 19 Các triệu chứng thƣờng gặp trẻ dƣới 12 tuổi? □ Khơng □ Có 20 Các triệu chứng thƣờng xuất hai nơi hay nhiều nơi (ở nhà, trƣờng) □ Khơng □ Có Cám ơn nhiều ! KẾT QUẢ: Nếu điểm bạn Con bạn 42, 42 Mắc hội chứng tăng động giảm ý 36-41 Có triệu chứng Tăng động giảm ý 24-35 Có thể mắc hội chứng tăng động giảm ý 12-23 Có thể có số triệu chứng tăng động giảm ý 0-11 Khơng có triệu chứng tăng động giảm ý 65 APPENDIX B (SCORE OF 17 ADHD CHILDREN) Based on their parents' response to the test, there were 17 children scoring within 3641 and 42 and up Order Name Score Result Sun 43 Childhood ADHD Fun 46 Childhood ADHD Run 42 Childhood ADHD Jun 43 Childhood ADHD Sony 41 Moderate ADHD Candy 46 Childhood ADHD Sandy 38 Moderate ADHD Rin 36 Moderate ADHD Ben 36 Moderate ADHD 10 Bin 36 Moderate ADHD 11 Bella 38 Moderate ADHD 12 Nick 43 Childhood ADHD 13 Mic 42 Childhood ADHD 14 Win 45 Childhood ADHD 15 Bee 42 Childhood ADHD 16 Max 43 Childhood ADHD 17 Lucy 43 Childhood ADHD 66 APPENDIX C: ADHD CLASSROOM OBSERVATION Order Name Date & Class Time Sun January Sections 1.Symtoms H&IM 18th 2013 Arranging Lessons & Teachers’ Classroom & seating Actitivities approaches English room Practical activities + Short time Encouraging & &Traditional seating games+ Using computers positive approach + Multisensory teaching Sun January H&IM 20th 2013 Fun January 18th 2013 H&IM English room Practical activities + Short time &Traditional seating games English room Practical activities + Short time Encouraging & &Traditional seating games +Multisensory teaching positive approach 67 Encouraging Fun January H&IM Multisensory teaching Encouraging English room Practical activities + Short time Encouraging & &Traditional seating games +Multisensory teaching positive approach English room Practical activities + Short time Encouraging & &Traditional seating games +Multisensory teaching positive approach Calm room & Short time games + Drama Praising methods 23rd 2013 Traditional seating techniques January Quiet room & Short time games 23rd 2013 Traditional seating 20th 2013 Run January &Traditional seating IN 19th 2013 Jun January IN 19th 2013 Sony Candy January English room IN C 68 Not encouraging + not praising Candy January C 25th 2013 Sandy January C 25th 2013 Sandy January Rin January C Ben January shape seating teaching Quiet room & Short time games Quiet room & C Quiet room & Short time games C 30th 2013 Not encouraging + Not encouraging + not praising Short time games Traditional seating Praising a little bit not praising Traditional seating 28th 2013 Using computers +Multisensory Traditional seating 28th 2013 English room & “U” Not encouraging + not praising Calm room & “ U” Short time games+ Practical Interesting system shape seating activities+ cooperative learning of praises strategies Ben January C Traditional seating 30th 2013 Short time games+ Practical Interesting system activities+ cooperative learning of praises strategies 10 Bin January 31st 2013 C Calm room & “ U” Short time games+ Practical Interesting system shape seating activities + cooperative learning of praises strategies 69 11 Bella January C 31st 2013 Calm room & “ U” Short time games+ Practical Interesting system shape seating activities + cooperative learning of praises strategies 12 Nick February C 4th 2013 Separate calm place Short time games+ Practical Interesting system &Traditional seating activities of praises +Encouraging Nick February C 4th 2013 13 Mic February Separate calm place Practical activities Encouraging Separate calm place Short time games+ Practical Interesting system &Traditional seating activities of praises &Traditional seating C 6th 2013 +Encouraging 14 Win February C 6th 2013 Win February C 6th 2013 15 Bee February C 8th 2013 16 Max February C Quiet room & Short time games+ Practical Traditional seating activities Quiet room & Short time games+ Practical Traditional seating activities Quiet room & Short time games+ Practical Traditional seating activities Quiet room & Short time games+ Practical 70 Positive Positive Positive Positive 8th 2013 17 Lucy February 8th 2013 C Traditional seating activities Quiet room & Short time games+ Practical Traditional seating activities Note: H: Hyperactivity IM: Impulsivity IN: Inattention C: Combinned Type of ADHD 71 Positive APPENDIX D: QUESTIONS FOR INTERVIEWING HUE STAR PRIMARY SCHOOL TEACHERS How long have you been teaching English? Where did you meet a pupil with ADHD for the first time? Did you get your degree in English? Were you attending a course about teaching pupils with ADHD? Did you read a publication about ADHD? Have you got any special approaches to a pupil with ADHD or you adapt teaching methods to his/her special needs? Do you think that teaching children with learning disabilities is more difficult than teaching children with ADHD? How often you talk to parents of pupils with ADHD to discuss their child’s behavior, improvements etc.? What difficulties you often encounter when making a presentation? 72