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ADHD, the Classroom and Music: A Case Study
A Thesis Submitted to the College of Graduate Studies and Research
in Partial Fulfillment of the Requirements
for the Degree of Master of Education
in the Department of Educational Psychology and Special Education
University of Saskatchewan
Saskatoon
By
Joni Erin Wiebe
Copyright Joni Erin Wiebe, September, 2007. All Rights Reserved
University of Saskatchewan
Permission to Use
In presenting this thesis in partial fulfillment of the requirements for a Graduate degree
from the University of Saskatchewan, I agree that the Libraries of this University may make it
freely available for inspection. I further agree that permission for copying of this thesis in any
manner, in whole or in part, for scholarly purposes may be granted by the professor or professors
who supervised my thesis work or, in their absence, by the Head of the Department or the Dean
of the College in which my thesis work was done. It is understood that any copying or
publication or use of this thesis or parts thereof for financial gain shall not be allowed without my
written permission. It is also understood that due recognition shall be given to me and to the
University of Saskatchewan in any scholarly use which may be made of any material in my
thesis.
Requests for permission to copy or to make other use of material in this thesis in whole or
part should be addressed to:
Head of the Department of Educational Psychology and Special Education College of Education, University of Saskatchewan 28 Campus Drive Saskatoon, Saskatchewan S7N 0X1
i
Abstract
Students with Attention-Deficit/Hyperactivity Disorder (ADHD) are usually inattentive
and disruptive in class, are at high risk for chronic academic achievement difficulties, and may
develop problems in relationships with peers, parents, and teachers (DuPaul, Stoner, 2003). One
of the primary goals of behavioural treatment for ADHD is to enable a student to develop
adequate levels of self-control (Barkley, 1990; DuPaul & Stoner, 1994). Methods are needed in
the classroom, which give the child or adolescent with ADHD, control over his or her condition
and thus increased independence, more experiences with success, and increased resiliency.
Listening to music has many therapeutic applications, including the development of cognitive
skills such as attention and memory (Canadian Association for Music Therapy, 2006). Music is
accessible to all teachers and students, and is an easy strategy to implement in classrooms. Yet,
despite the knowledge that adolescents are active users of music media (North, Hargreaves, &
ONeill, 2000), little research on music and ADHD participants has been completed. Through
the use of a single subject case study, the purpose of this study was to: look at the academic
experience of one adolescent male diagnosed with ADHD; and to gain a better understanding of
how music might positively affect his ability to self regulate and cope with the detrimental effects
of ADHD during in-class seat work and when completing homework. Multiple interviews with
one boy, his parents, and teachers across a 14-week period of time provided a primary source of
data. Results indicated that the adolescents experiences with listening to music during school
and homework increased the time that he was able to attend and concentrate. Unexpected gains
included an increase in his ability to recall information during exams, and an increase in
motivation, positive attitude, and mood towards school work as a result of enjoying listening to
his favourite music. However, the study also involved the unexpected and disheartening
discovery of clashing and competing voices that perhaps ultimately rendered the boys positive
ii
experiences with music insignificant, given the louder rule-and-order school culture. The
pragmatic realities of working within a school context will need to be considered and
strategically addressed if students are to benefit from practices that help even though they may be
unconventional and not fully understood.
iii
Acknowledgements
As I come to the end of this journey I am reminded of the saying, nothing truly
meaningful in life is ever easy. I had heard it many times, but only now do I genuinely
understand its significance. My perseverance has paid off; however, I could have never done it
alone.
To my incredible research supervisor Dr. Jennifer Nicol, thank you so much for all of the
guidance and encouragement that you have provided throughout the last two years of graduate
school. I truly could not have accomplished my goals without your continual support. Also to
my committee members, Dr. Laureen McIntyre and Dr. Tim Claypool, I would like to thank you
for your guidance and direction throughout the completion of my thesis.
To the wonderful and talented women of my cohort in the School and Counselling
Psychology class of 2007, I couldnt have survived graduate school without being in the
company of your wisdom, experience, and friendship. It was truly refreshing to be surrounded by
so many inspiring and intelligent women.
To my mom and dad, I cannot thank you enough for always being there to support me.
Whether it was a late night call about my most recent crisis or when I needed an informal
counseling session, you two were always there.
Thank you to my friends for being supportive of me and understanding of the times when
I was absent. It was easier going through this process knowing that I had true friends that would
always be there for me when I needed them.
And last, I would like to thank Derek for always being my soft place to land at the end of
a stressful day.
iv
Dedication
I dedicate this work to all of the kids that annoy their family, friends, and teachers. Never
lose your energy and excitement for life!
To my brother, who still cannot remember anything I say.
And lastly, to my iPod that provided me with countless hours of music, and kept me
entertained and motivated throughout the entire writing of this thesis.
v
Table of Contents
Permission to Use..i
Abstract........ii
Acknowledgements.iv
Dedication.v
Table of Contentsvi
CHAPTER ONE: INTRODUCTION..1
CHAPTER TWO: REVIEW OF LITERATURE....4
ADHD...4 Diagnosis..5 Specific Culture, Age, and Gender Features6 Prevalence.6 Co-morbidity of ADHD7 Persistence of ADHD into Adolescence and Adulthood..7
Etiology8 Genetics8
Defining Hyperactivity-Impulsivity...10 Defining Attention..10 Cognitive Profile Associated with ADHD.11
Executive Functions...12 Working Memory...12 Areas affected in the Brain.13
Anatomical Imaging Studies..13 Functional Imaging Studies of ADHD...14 Neurotransmitters...15 Norepinephrine...15 Dopamine15 Summary.16 Treatment...16 Neuropharmacology...17 Amphetamines17 Nonamphetamine Behavioural Stimulants.....17 Selective Norepinephrine Reuptake Inhibitors...18 Antidepressant Drugs.19 Formulations of Medication...19 Limitations of Pharmacological Treatments..19 Behaviour Management......20 Limitations of Psychotherapeutic Treatments21 Combined Approaches...22
vi
Treatment of Adolescents...23 Summary.24 ADHD in the Classroom.24 Summary.26 Positive Affects of Music...26 Memory and Attention27 Arousal and Mood..28 Use of headphones..30 Summary.30 Conclusion..31 Purpose of the Study...31 CHAPTER THREE: METHOD.....33
Qualitative Research...33 Small-N Design..33
Case Studies34 The Case.36
Other Participants...36 Family and Personal History..37 Diagnosis and Medication..37 Length of Study..37
The Music Listening Intervention..38 Frequency of Music Listening Sessions.38
Data Collection...38 Sources of Data...39 Field Notes......39 Semi-Structured Interviews....40 Parent Interviews................40 Adolescent with ADHD Interviews....41 Teacher Interviews.42 Attention Checklist.43 Data Analysis..44 Case Study Data Base.44 Forming Categories45 Data Representation....45 Quality Concerns....46 Internal Validity..46 External Validity.....47 Reliability...............47 Ethical Considerations....48
CHAPTER FOUR: RESULTS...49
Sam.49 Sams ADHD..51 Sams Teachers Understanding of his ADHD52
vii
Sams Family..54 Sam and School..55 Sams Current Classroom...56 Sams Schools Policy on Music ...58 Music and Sam...59 Music Makes Work More Fun....60 Time is Different61 My Memory Works Better.62 Existing Paradoxes.63 Other Perspectives on Music and Sam...64 First Teachers Perception..64 Second Teachers Perception..65 Attention Checklist.67 Parents Perception.70 Participants Final Reflections72 Sam.72 First Teacher...72 Second Teacher...73 Parents73 My Final Reflections as Researcher...73 Juxtaposition: ADHD and Music at School...74
CHAPTER FIVE: DISCUSSION..76
Summary of Research.76 Context of Research78 Limitations of Research..81 Confirming Findings...83
Attention.83 Memory..84 Rock Music.85 Use of Headphones.86 New Findings..87
Increasing Motivation, Creativity and Reflection..87 Excitement Induces Learning.90 Relieving Str