Date of Award/Publication


Document Type


Degree Name

MS in Special Education



First Supervisor

Susan M. Schultz


Attention-deficit/hyperactivity disorder (ADHD) affects roughly 3% to 10% of students in a classroom today. Many students with ADHD have weak executive functioning which prevents them from controlling their impulses and maintaining focus throughout the school day. Research has shown that behavioral strategies must be implemented in the early grades to be the most successful. The current study examined the utilization of behavioral and academic interventions with students. The study consisted of student surveys, interviews, and field notes taken before and after specific interventions were taught and implemented. The findings of this study were that all students in a classroom can benefit from the explicit instruction and use of behavioral and academic interventions to help maintain focus. This study has implications for all adults in a school setting who interact with students.