Improving Academic Success and Behavior in Students with ADD/ADHD using Controlled Movement in the Classroom

Abstract

This action research project will study the effectiveness of controlled movement in a middle grades school located in North Georgia. The participants will be 3 seventh grade students in a reading enrichment classroom using performance equipment, such as stability balls, diagnosed with the neurodevelopmental disorder ADD/ADHD. The study will observe the impact controlled movement has on improving student’s academic success and behavior, and how the use of stability balls impact classroom management.

Studies show an increase in the diagnosis of students diagnosed with ADD/ADHD (Strine, 2014). Students that have been diagnosed with ADD/ADHD can present behavioral and academic challenges for teachers in the classroom. Research suggests that teachers need to rely on a cornucopia of instructional strategies to engage student’s attention and diverse learning styles. Traditional methods of instructional strategies and teaching methods can fail to encourage and motivate ADD/ADHD students to stay alert to achieve their academic potential (French, 1995).

While past research studies have shown certain tools, such as stability balls in lieu of traditional chairs, help students focus on content material, the article concluded the need for additional research in the use of stability balls in the classroom (Jakubek, 2007).

Transforming the space of the traditional sitting classroom into a productive, movement-based classroom is an innovative concept to bring together the learning process and academic success for students diagnosed with ADD/ADHD when traditional methods have failed.