Increasing Task Completion Through Visual Supports

Abstract

Schatz et al. (2021) reported that the number of students with attention deficit hyperactivity disorder (ADHD) has doubled compared to 20 years ago and at least one student with ADHD is present in almost every general education classroom. Educators need to know the best way to provide support to this population of students, while simultaneously managing large class sizes, federal and state mandates, lack of resources, and high-stakes testing. Many educators are striving for inclusivity in the classroom, rather than a pull-out, small group setting (Toelken & Miltenberger, 2012), promoting independence and success for all students in their least restrictive environment. However, the current research has few studies on visual supports for students with attention deficit hyperactivity disorder. Using a single subject design, I tracked the task completion through visual supports of a male student with attention deficit hyperactivity disorder in the general education classroom. Data was collected prior to implementing the intervention as well as during the intervention. Once the data was collected, the data was analyzed to identify the effectiveness of the visual support on improving task completion.