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A Qualitative Case Study Describing the Relationship of Physical Activity And Rowan University Rowan Digital Works Theses and Dissertations 1-20-2017 A qualitative case study describing the relationship of physical activity and classroom behaviors expectations for elementary students with Attention Deficit Hyperactivity Disorder Steven Robert Wehrle Rowan University Follow this and additional works at: https://rdw.rowan.edu/etd Part of the Elementary Education and Teaching Commons Recommended Citation Wehrle, Steven Robert, "A qualitative case study describing the relationship of physical activity and classroom behaviors expectations for elementary students with Attention Deficit Hyperactivity Disorder" (2017). Theses and Dissertations. 2347. https://rdw.rowan.edu/etd/2347 This Dissertation is brought to you for free and open access by Rowan Digital Works. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Rowan Digital Works. For more information, please contact [email protected]. A QUALITATIVE CASE STUDY DESCRIBING THE RELATIONSHIP OF PHYSICAL ACTIVITY AND CLASSROOM BEHAVIORS EXPECTATIONS FOR ELEMENTARY STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER by Steven Wehrle A Dissertation Submitted to the Department of Educational Services and Leadership College of Education In partial fulfillment of the requirement For the degree of Doctor of Education at Rowan University November 17, 2016 Dissertation Chair: Theresa Purcell Cone, PhD. ©2016 Steven Wehrle Dedication I would like to dedicate this manuscript to my son Carter. The only person who can stop you, is yourself. Acknowledgements This process of writing and completing this research study and paper was accomplished with the assistance and guidance from many individuals. I have been blessed by the grace and divine wisdom of my God above for the ability, through Him, to complete this project to honor him. He has blessed me with amazing and patient people in my life that guided and enabled me to complete this process. I am forever indebted to the support of the students, faculty, and administration and at the case site that enabled me to not only complete this research, but to teach me more about myself. Next, I would like to thank my dissertation committee for their patience, insight, and ability to guide me. I am eternally grateful for their time, and ability to stretch me, question me, and mold me into the researcher that I am today. Each offered a unique vision to me, but a special thanks is in order to my chair, Dr. Theresa Purcell Cone. The amount of patience and teaching ability found in her is rare. Her quick responses to emails and problems, in addition to her willingness to sit and talk with me to explain pieces of the process, is unparalleled, and I could never have survived without her caring and thoughtful actions. Last, but certainly not least, I would like to thank my family for supporting me through this process, especially my mother and father for their constant revisions and support. The most important and constant part of this process is my wonderful wife, Jenna. Over the last five and half years, I have been working toward this degree, and we have gotten engaged, married, have purchased a house, and have welcomed our son Carter into this world. Through these changes, her love and support have been constant, and without reservations. Many thanks to Jenna for always being there. iv Abstract Steve Wehrle A QUALITATIVE CASE STUDY DESCRIBING THE REATLIONSHIP OF PHYSICAL ACTIVITY AND CLASSROOM BEHAVIORS EXPECTATIONS FOR ELEMENTARY STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER 2016-2017 Theresa Purcell Cone, Ph.D. Doctor of Education This case study examined the relationship of elementary age students’ participation in a before-school physical activity program and their adherence to the behavioral expectations in the morning homeroom period. Students with Attention Deficit Hyperactivity Disorder (ADHD) demonstrate behaviors such as impulsivity, hyperactivity, and inattention. One theory that as to the cause of these behaviors is the lack of a synaptic connection in the Executive Functioning brain area, which is caused by the lack of dopamine and norepinephrine which increase during physical activity. This case study was conducted using three student participants diagnosed with ADHD and their classroom teacher. Data collection included an observation checklist and description, student and teacher interviews and a field journal. As a result of reading and coding the data, three major themes emerged related to the research questions along with sub themes connected to each major theme. This study found that when the students participated in the before-school physical activity program they were able to demonstrate an adherence to the behavior expectations set by the teachers in each classroom. Teacher philopshy towards education also played a role in the student’s ability to adhere. This study showed that each child moved with joy and purpose, and offered a perspective into the mindset of these highly creative students. v Table of Contents Abstract ............................................................................................................................v List of Figures ..................................................................................................................xiii Chapter 1: Introduction ....................................................................................................1 Research Problem ......................................................................................................3 Purpose Statement ......................................................................................................5 Research Questions ....................................................................................................5 Significance of Study .................................................................................................7 Theoretical Perspectives ............................................................................................9 Research Study Scope ................................................................................................10 Conceptual Framework of Study ...............................................................................11 Definitions..................................................................................................................12 Limitations of Study ..................................................................................................14 Conclusion .................................................................................................................16 Chapter 2: Literature Review ...........................................................................................18 Introduction ................................................................................................................18 Literature Review Analysis Process ..........................................................................19 Defining Attention Deficit Hyperactivity Disorder ...................................................22 Executive Functions of the Brain .........................................................................31 Opposing Perspectives to ADHD Diagnosis .......................................................34 Learning Concerns of Students With ADHD ............................................................35 Interventions ..............................................................................................................42 Physical Activity as an Intervention ....................................................................45 vi Table of Contents (continued) Conclusion .................................................................................................................48 Chapter 3: Methods ..........................................................................................................51 Introduction ................................................................................................................51 Who am I as a Researcher? ........................................................................................52 Research Questions ....................................................................................................54 Constructivist Paradigm .............................................................................................55 Case Study Research Approach .................................................................................57 Research Site ..............................................................................................................60 Participant Selection ..................................................................................................64 Participants .................................................................................................................65 Data Collection ..........................................................................................................67 Teachers Semi Structured Interview Process .......................................................69 Student Semi Structured Interview Process .........................................................71 Observations ........................................................................................................73 Field Notes ...........................................................................................................77 Data Analysis .............................................................................................................78
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