Arranging the Classroom with an Eye (and Ear) to Students with ADHD

Carbone, Eric

doi:10.1177/004005990103400211

Cited by 22 publications

(23 citation statements)

References 6 publications

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“…If the teachers are committed to using these strategies, there is bound to be great improvement in the students' behaviours and academic performances. These results are in line with the findings of Carbone (2001).…”

Section: Discussionsupporting

confidence: 93%

The Relationship between Teachers’ Effectiveness and Management of Classroom Misbehaviours in Secondary Schools

Omoteso¹,

Semudara²

2011

PSYCH

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The study investigated the nature of classroom misbehaviours among secondary school students in Ondo State, Nigeria. It also determined the effectiveness of the teachers and the strategies adopted by the teachers to manage classroom misbehaviours. Furthermore, it established the relationship between teachers' effectiveness and management of classroom misbehavior with a view to maintaining discipline in schools. The study adopted descriptive survey design. The population comprised the teachers and school administrators in Ondo State. The sample consisted of 420 teachers and 180 school administrators selected randomly from 10 secondary schools selected by stratified sampling technique using location of schools and ownerships of schools as strata. Two instruments namely "Questionnaire on Management of Classroom Misbehaviour" (QMCM) and "Teacher Effectiveness Scale" (TES) were used to elicit information from the students. QMCM was made up of three sections. Section A consisted of items on socio-demographic variables such as sex, location of schools and ownership of schools. Section B requested the teachers to indicate the types of misbehavior that take place in the classroom and their frequencies of occurrence. Section C comprises strategies used by teachers to manage classroom misbehaviours. TES was the ratings of teachers' effectiveness as done by the school administrators. Results showed that the following misbehaviours occurred frequently in the classrooms: talking while was teaching (75.4%) and fighting (90.9%). The strategies adopted by teachers included giving advice (90.5) and referring the students to the school counsellors (88.6%). The teachers were rated effective in attending classes punctually (81.3%) and in communicating clearly with the students (96.0%). Furthermore, there existed a significant relationship between teachers' effectiveness and management of classroom misbehavior, r = 0.0525 which is significant at .05 level.

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Section: Discussionsupporting

confidence: 93%

The Relationship between Teachers’ Effectiveness and Management of Classroom Misbehaviours in Secondary Schools

Omoteso¹,

Semudara²

2011

PSYCH

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“…Self-monitoring point sheets (Condon & Tobin, 2001); token economies (Carbone, 2001); or the "Lining Up Right Game" from the provided lesson are examples of positive reinforcement procedures. In the "Lining Up Right Game," students earn points toward a designated incentive with each correct transition.…”

Section: Examples Of Transition Routines To Teachmentioning

confidence: 99%

Teaching Transitions

McIntosh¹,

Herman²,

Sanford³

et al. 2004

TEACHING Exceptional Children

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“…With this in mind, teachers can gradually introduce new routines, activities, and stimuli. Teachers may also examine their classrooms to determine whether the furniture and classroom structures promote easy transition to a variety of instructional approaches (Carbone, 2001). Because transitions typify times when many students are inattentive, teachers can plan ahead to manage the behaviors of students with ADD during phases of transition between lessons.…”

Section: Organize the Classroom To Promote Attentionmentioning

confidence: 99%

“…Although students with ADD typically have acute hearing, many encounter difficulties in the classroom because their attention gets distracted automatically to the loudest ambient sound (Pfiffner, 1996). Zentall (as cited in Carbone, 2001) noted that although teachers must be conscious of the need to minimize loud distractions, not all noise is detrimental. Loud noises become distracting and result in inattention and increased errors during complex, multiplestep or unfamiliar/newly introduced tasks.…”

Section: Organize the Classroom To Promote Attentionmentioning

confidence: 99%

A Practical Approach to Managing the Behaviors of Students with ADD

Duhaney

2003

Intervention in School and Clinic

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Behavior management is an important intervention with students who have ADD. This article provides a repertoire of behavior management strategies that educators can use to assist students with ADD in succeeding in school, ranging from conducting a functional behavioral assessment to antecedentsand consequences-based strategies. The article also discusses factors that educators may consider in meeting the behavioral needs of students from culturally and linguistically diverse backgrounds. Finally, Web-based resources for behavior management and social skills development are addressed.

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Arranging the Classroom with an Eye (and Ear) to Students with ADHD

Cited by 22 publications

References 6 publications

The Relationship between Teachers’ Effectiveness and Management of Classroom Misbehaviours in Secondary Schools

The Relationship between Teachers’ Effectiveness and Management of Classroom Misbehaviours in Secondary Schools

Teaching Transitions

A Practical Approach to Managing the Behaviors of Students with ADD

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