Teaching narrative writing through the SRSD model to Filipino students with ADHD: A case study

Date of Publication

2012

Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Special Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Abstract/Summary

Writing is one of the fundamentals in communication. It is an integral part of the social processes of our society, and as a tool for communication, it conveys ones thoughts and feelings, and ways of learning. Being literate in writing has a lot of benefits in comprehending in our complex society, acquiring internal power over controlling people, getting out from the box of ignorance and sharing ones own richness to others. One of the people susceptible to have difficulties in acquiring these skills are children or students with Attention Deficit/Hyperactivity Disorder (ADHD). This study aimed to determine and investigate the improvement on the quality of narrative essay writing of six students with ADHD, aged 11-14 years old, across academic levels (Grade 6 and 2nd year High School students) using SRSD model as an instructional approach. The participants in the study were from a Catholic School in Manila because of the growing number of ADHD students in the said school who experience difficulty in generating quality story output. The current study also determined what specific stage of the model do these students experience difficulties that hinder them to generate quality story output. The result of the study will be beneficial in number of ways. First, this will verify if the model is effective in group instruction. Second, it will clarify if SRSD model shows difference on the writing performance of students with ADHD who are taking and not taking medication during intervention. Third, it will clarify at what age level does SRSD model will be most effective. Fourth, it will help clarify what specific fundamentals in writing do students with ADHD encounter the most difficult problems. Fifth, it will verify what specific stage of the model do these students may have difficulty. Self-Regulated Strategy Development model: Case Study 9 The current research used the case study, a qualitative approach where six Grade 6 and 2nd year High School students with ADHD aged 11 to 14 years were studied intensively on their writing performance using SRSD model as a strategy instruction. These students were either on medication or not on medication. Also, these students were all enrolled at the same Catholic School. The following criteria were used to select the participants: the students (1) is diagnosed as having Attention Deficit/Hyperactivity Disorder by a Clinical Pediatrician; (2) on medication or without any background of ADHD-related medication intake; (3) knows how to read as recommended by the Language teachers; (4) is chosen/identified by teacher as having poor writing skills; (5) has parents consent to be included in the study; and (6) is mainstreamed in a regular class. Team teachers were also organized to assist in the conduct of the study. The present study was conducted at said school. The study yielded the following results: (a) the study revealed that SRSD model significantly improved the narrative story writing of non-medicated and medicated students with ADHD. They were able to generate quality stories and more complete story elements from baseline test to post test; (b) Students with ADHD receiving medication and the not receiving medication show a smaller amount of difference on the quality output and number of story elements recorded in their stories. Non-medicated students likely exhibited equal writing performance of a medicated student; (c) SRSD model is significantly effective for Grade six and 2nd year High School students with ADHD and highly efficient in group set-up; and (d) the study also show that stage three of the model was the most difficult lesson the students had encountered. They had problems constructing their self-instructions that involved problem definition, planning, strategy, self-evaluation, self-control, and self-reinforcement; (e) Common problems encountered by the participating students while composing their stories were on Self-Regulated Strategy Development model: Case Study 10 coherence and grammar, such as improper use of punctuations and incorrect use of tenses of the verbs. The conclusions derived from the findings are: (a) provided with a systematic writing strategy instruction students with ADHD, either medicated or non-medicated, produced substantial quality stories and include complete number of story elements; (b) medication intake didnt likely guarantee the main cause of the improvement on the writing performance of students with ADHD. It may be asserted that neither of the modalities (medication plus instructional approach or solely the instructional approach) may have a huge impact on their writing performance; (c) the SRSD model is significantly applicable and effective to Grade six and 2nd year High School students with ADHD in teaching narrative writing. It may also be important to note that it can be adapted with other levels as an instructional approach in teaching different writing genre provided with modification of the model to suit its level of performance; (d) SRSD model also has its limits and premises on the development of the writing performance of students with ADHD. It does not do much to improve on the writing grammar of the students but improve much on planning, self-monitoring and self-reinforcement. It is recommended that: (a) future studies or research be conducted with younger children and with a number of students with ADHD or other disabilities; (b) to test the lasting effect of SRSD and verify the effectiveness of the model, future studies will include generalization and maintenance probes as part of the instructional design; (c) the SRSD model be used in non-academic subjects (i.e., PE, Arts and Crafts, Home Economics, etc.), and extracurricular activities; (e) to have sustainable development on the writing performance of students with ADHD, it is very important to consider the working environment of the students. The school Self-Regulated Strategy Development model: Case Study 11 must provide supportive environment to increase students desire for writing and somehow escalate the possibilities that they may excel in this area.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG005224

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer optical disc ; 4 3/4 in.

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