Date of Award

1-14-2009

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PHD)

Degree Program

Global Leadership - with a specialization in Educational Leadership

Department

College of Education

First Advisor

Carole Warshaw

Second Advisor

Valerie A. Storey

Third Advisor

Mayra Camacho

Abstract

This study is proposed due to the growing population of Hispanics and English Language Learners (ELL) in United States schools, the need for research on the prevalence of Attention Deficit Hyperactivity Disorder (ADHD) on Hispanic population, in particular on ELL students diagnosed with ADHD, and the privileged position of school counselors to assist ELL students with ADHD. The purpose of this qualitative, phenomenological study is to identify school counselors' strategies supporting Vygotsky's theory and affecting behavior of Hispanic English Language Learners (ELL) with ADHD in second grade. Guided in-depth interviews, will be utilized with ten school counselors (five English Speakers of Other Languages ESOL school counselors and five general school counselors) in order to answer the research questions: (1) How do ESOL school counselors' perceptions of ELL students with ADHD in second grade affect the strategies used to manage their behavior? (2) How do general school counselors' perceptions of ELL students with ADHD in second grade affect the strategies used to manage their behavior? (3) How do strategies used by ESOL school counselors and general school counselors to manage ELL students with ADHD behaviors in second grade support Vygotsky's sociocultural theory? The answer to these questions will assist school faculty, counselors, and parents when the need for effective and feasible strategies to help ELL students with ADHD students arises. At the same time, the study can serve as a base for multicultural training for the professional development of school counselors.

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