The purpose of this single-case research study was to examine the use of process drama to improve the quality writing and increase on-task behaviors of students in a third-grade classroom. Four students diagnosed with ADHD participated in nine different process drama sessions. Quality writing samples along with observational data were collected on these four students. Social validity questionnaires were also administered to the students, two teachers, and four parents as a component of the research. Changes in students’ quality writing and on-task behaviors were examined using an ABAB withdrawal design. Visual analysis was employed to determine if there was a functional relationship between process drama and an improvement in the participants’ quality writing and on-task behaviors during process drama intervention. Results indicated that all four participants scored higher on their quality writing samples and had an overall increase in their on-task behaviors. These findings supported the use of process drama intervention to increase quality writing and on-task behaviors of students with ADHD.
|Commitee:||Benson, Barbara, Moody, Mike, Southall, Candace|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 77/03(E), Dissertation Abstracts International|
|Subjects:||Education, Elementary education|
|Keywords:||ADHD, Executive function, On-task behaviors, Process drama, Quality writing|
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