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Classroom Design For Children’s Attention Deficit Hyperactivity Disorder (ADHD) in the Elementary Level Eman Nasrallah Abstract

Furniture should be comfortable, suitable, flexible, movable, and able to be redesigned (Alqahtani, 2015). Use dynamic seating, therapy balls, rock on chair, the pedal desk, and the standing desk ( WU, 2012), ( Schilling, 2003), ( Ogoe, 2015), (Alqahtani, 2015). Create an isolated area in the back of the room to help the fidgety student complete his or her assigned task (Alqahtani, 2015). The classroom environment should be enjoyable and help the students to concentrate on lessons (Alqahtani, 2015). The colors of walls, floors, and furniture are neutral colors (Datta,n.d), (Gaines, 2011) ,(Alqahtani, 2015). Classrooms should have contact with the outdoors (Han, 2008). Classrooms should have minimal visual distractions (e.g. walls drawings and decorations), which may obstruct the educational goal (Winterbottom, 2008). There should be breaks for exercise throughout the class, for periods of as short as 10 minutes, which have shown demonstrable improvements in academic performance and mood (Howie, 2013).

Materials

Ø Ø Ø Ø Ø Ø Ø Ø

Lighting

Design Recommendations Chairs

Methods: A review of literature from databases in the Texas Tech University Library, Google Scholar, and the Education Research Journal was conducted. Findings: The result is a classroom design suited for children with hyperactivity using dynamic seating, therapy balls, an informal seating area (Alqahtani, 2015), and the pedal desk and standing desk (Ogoe, 2015). The classroom design also includes a quiet area, small groups area (Carbone, 2001).

Recommendations Category

Objective: The purpose of this study is to design a classroom for hyperactive children to assist with concentration and performance in the classroom. This classroom will help other students to better concentrate and help teachers as well.

Literature Review

Chairs design

Introduction

Arrangement of class

Classroom layout

Isolated area

Isolated Area Colors

Informal seating

Methods An initial literature review was completed by locating peer-reviewed articles that related to the physical classroom environment. The literature review was focused on the physical classroom environment. The words and phrases included: focus in the classroom, lighting for the classroom, color for young children, furnishing, indoor environment, and arranging the classroom for ADHD children. The literature was examined for research findings related to the ideal elements of a physical classroom environment. The ideal classroom components were then combined into a classroom design especially suited for students with hyperactivity. Databases: Google Scholar and Texas Tech University Libraries. The keywords: Classroom environment, physical classroom design, lighting, colors, furnishing, indoor environment, and arranging the classroom for ADHD children.

Purpose

• Use full-spectrum and daylight Ø To make students more efficient • Avoid fluorescent lighting • Use soft illumination • Use sustainable material Ø To positively impact health

• • • • •

Use dynamic seating Use therapy balls Use rock on chair Use the pedal desk Use the standing desk

Ø To increase positive classroom behaviors of students Ø To improve productivity when seated on it Ø To keep the children active and intrigued Ø To help children exercise so they are better able to concentrate and ignore distractions

Source (Sojoudi, 2012) (Winterbottom, 2008) (Alqahtani, 2015)

( WU, 2012) ( Schilling, 2003) ( Ogoe, 2015) (Alqahtani, 2015)

• Place seats in the front Sitting Place

The number of students with hyperactivity increases every year. According to the American Psychiatric Association, the number of students with hyperactivity in the United States is 5%. That creates obstacles in the educational process. Students with hyperactivity need assistance to keep up with the other children. Students with hyperactivity lose their attention easily. Sometimes, they become distracted because of the teachers' strategy, or the atmosphere and classroom design. The purpose of this study is to design a classroom for children with hyperactivity to assist them in concentrating more in the classroom and improving their performance. This classroom will also help students who do not have hyperactivity concentrate more. This design will help both teachers and students by facilitating the process of education without obstruction. The classroom design will assist students with hyperactivity in keeping up with other students, which will make them feel better about themselves. Most people with hyperactivity can be successful and productive in their lives if they could find a beneficial way to deal with the disorder by means of treatment or changes to the environment around them (NationalInstitutesofHealth.org, 2012).

Findings

• Use free seats Ø To help the student concentrate • Distance the student from distracting areas, e.g. near windows • Place the student next to teacher's desk • Put attentive classmates as desk neighbors • Create small groups • Create quiet area section • Create stations to allow Ø To help the student concentrate. students to move from one section to another • Create corner for informal seating

(Carbone, 2001) (Alqahtani, 2015)

• Create an isolated peninsula in the back of the room.

Ø To help the fidgety student complete his or her assigned task

• Choose peaceful colors • Avoid primary colors • Use muted colors • Use pastel shades colors

Ø To help facilitate self- control Ø To provide a sense of security (Datta,n.d) Ø To create greater calm in the space (Gaines, 2011) Ø To increase concentration (Alqahtani, 2015) Ø To eliminate distractions

(Alqahtani, 2015)

References

Enjoyable environment

Alqahtani, L. (2015). Furnishing and Indoor Environment for Hyperactivity and Distracted Attention (in the Context of Sustainable Design). International Journal of Contemporary Architecture ”The New ARCH“, 2(1). Retrieved from http://the-new-arch.net/Articles/v02n01a01--Laila-Alqahtane.pdf Carbone, E. (2001). Arranging the Classroom with an Eye (and Ear)to Students with ADHD. TEACHING Exceptional Children, 34(2), 72_82. Retrieved from file:///Users/emynezo/Downloads/Arranging%20the%20Classroom%20(3).pdf Datta, S. M. (n.d.). The Impact of Colour. Curtin University of Technology. Retrieved from http://hgsoconference.curtin.edu.au/local/pdf/Datta_Soma_Mandal.pdf Gaines, K., & Curry, Z. (2011). The Inclusive Classroom: The Effects of Color on Learning and Behavior. Journal of Family & Consumer Sciences Education, 46_57. Retrieved from http://www.natefacs.org/Pages/v29no1/v29no1Gaines.pdf Han, K. T. (2008). Influence of limitedly visible leafy indoor plants on the psychology, behavior, and health of students at a junior high school in Taiwan. Environment and Behavior. , 41(5), 658-692. Retrieved from https://www.researchgate.net/profile/Ke_Tsung_Han/publication/249624402_Influence_of_Limitedly_Visible_Leafy_Indoor_Plants_on_the_Psychology_Behavior_and_Health_of_Students_at_a_Jun ior_High_School_in_Taiwan/links/569cdb0108ae5c9fe6c0181f.pdf Hegde, A. (2015). Sensory sensitivity and the built environment. Retrieved from http://www.sensehaven.com/uploads/1/5/7/1/15714416/2015_01_lda_highly_sensitive_environment_article.pdf Howie, E. K. (2013). Classroom Exercise Breaks and Educational Outcomes in Elementary School Students. Retrieved from http://scholarcommons.sc.edu/cgi/viewcontent.cgi?article=2209&context=etd Ogoe, R. (2015). The Kinetic Classroom: The Pedal-Desk, ADHD, and the Mind-Body Connection. Retrieved from http://www.edimprovement.org/2015/06/kinetic-classroom-pedal-desk-adhd-mindbody-connection/ Schilling,, D., Washington,, K., Billingsley,, F., & Deitz, J. (2003). Classroom Seating for children With attention Deficit hyperactivity disorder: therapy balls versus chairs. The American Journal of Occupational Therapy, 57(5), 534_541. Retrieved from file:///Users/emynezo/Downloads/534.pdf Sojoudi, S., & Jaafar, M. (2012). Indoor Lighting of the Classes and Its Effects. Retrieved from http://dl.lib.mrt.ac.lk/bitstream/handle/123/9272/Indoor%20Lighting%20of%20the%20Classes%20and%20Its%20Effects.pdf?sequence=1&isAllowed=y Winterbottom, M., & Wilkins, A. (2008). Lighting and discomfort in the classroom. Journal of Environmental Psychology, 63–75. Retrieved from http://ac.els-cdn.com/S0272494408001011/1-s2.0S0272494408001011-main.pdf?_tid=27c620f4-b5a0-11e6-8089-00000aab0f02&acdnat=1480361194_956b83031a4d122646335ae38780277e Wu, W., Wang, C., Chen, C., & Lai, C. (2012). Influence of Therapy Ball Seats on Attentional Ability in Children with Attention Deficit/ Hyperactivity Disorder. Journal of Physical Therapy Science, 24. Retrieved from http://web.kmu.edu.tw/~sportsmed/Wu/Journal%20of%20Physical%20Therapy%20Science%202.pdf 40 Kids Playroom Design Ideas That Usher In Colorful Joy! (n.d.). Retrieved from http://www.decoist.com/2013-09-27/kids-playroom-design-ideas/ BNP Media. (n.d.). Retrieved from https://continuingeducation.bnpmedia.com/coursePrint.php?L=421&C=1275 Kinesthetic Classroom Products. (n.d.). Retrieved from http://www.youthfit.com/kcproducts Libraries, Nooks and Reading nooks on Pinterest. (n.d.). Retrieved from https://www.pinterest.com/pin/513621532487655142/ Pre School Room (3-5 years) — Handkerchief Day Nursery — 01509 670394. (n.d.). Retrieved from http://handkerchiefnursery.co.uk/learning-environment/pre-school-room-3-5-years Reading areas, Reading and The learning on Pinterest. (n.d.). Retrieved from https://www.pinterest.com/pin/513621532487653074/ Rock On My Special Baby | Yanko Design. (n.d.). Retrieved from http://www.yankodesign.com/2010/09/13/rock-on-my-special-baby/ Rocks, Pillows and Sunken living room on Pinterest. (n.d.). Retrieved from https://www.pinterest.com/pin/513621532487660177/ Standing desks are good for school-age children too : TreeHugger. (n.d.). Retrieved from http://www.treehugger.com/health/standing-desks-are-good-school-age-children-too.html These Are Reading Caves At The Central Library In Madison, Wisconsin - Modern Residential Architecture. (n.d.). Retrieved from http://www.modernresidentialarchitecture.com/these-are-readingcaves-at-the-central-library-in-madison-wisconsin VITTRA SCHOOL TELEFONPLAN | rosanbosch.com. (n.d.). Retrieved from http://www.rosanbosch.com/en/project/vittra-school-telefonplan Yoga balls and grass walls: an experimental Israeli classroom for kids with ADHD | i24news - See beyond. (n.d.). Retrieved from http://www.i24news.tv/en/news/israel/society/84795-150906-yogaballs-and-grass-walls-an-experimental-israeli-classroom-for-kids-with-adhd