Reducing Behavior Problems in the Elementary School Classroom: A Practice Guide

Epstein, Michael; Atkins, Marc S.; Cullinan, Douglas; Kutash, Krista; Weaver, Robin

doi:10.1037/e602222011-001

Cited by 109 publications

(131 citation statements)

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“…To address reputational bias, teachers explicitly call attention to genuine strengths of children with ADHD. In addition, to address the behavior deficits of children with ADHD, MOSAIC teachers are also trained to institute classroom behavioral management procedures and social skills training lessons, empirically supported to reduce ADHD symptoms and disruptive behavior [63,74]. This is because the theory behind MOSAIC is that addressing the behavior deficits in children with ADHD is a necessary, but not sufficient condition for increasing peers' liking and dyadic friendship.…”

Section: Examples Of Interventions Following the Social Contextual Modelmentioning

confidence: 99%

The Importance of Social Contextual Factors in Peer Relationships of Children with ADHD

Mikami

Normand

2015

Curr Dev Disord Rep

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Children with Attention Deficit/Hyperactivity Disorder (ADHD) often have poor peer relationships, as evidenced by difficulties in being accepted and befriended by peers, as well as poor quality and stability in any friendships they do have. This peer impairment is important for researchers and clinicians to consider because it can exacerbate behavior problems, emotional maladjustment, and academic failure over time in children with ADHD. In this review, we highlight the important ways in which children with ADHD demonstrate impairment in their peer relationships. We argue that the traditional conceptualization of peer problems, which focuses on inappropriate behaviors within children with ADHD to explain their social difficulties, fails to take into account peer group factors that also contribute to the peer impairment seen in ADHD populations. Further, the predominant focus on changing the behavior deficits of children with ADHD has limited the design of effective treatments that address the multifaceted reasons for peer impairment in this population. We conclude with a discussion of implications and future directions for clinical intervention and research.

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Section: Examples Of Interventions Following the Social Contextual Modelmentioning

confidence: 99%

The Importance of Social Contextual Factors in Peer Relationships of Children with ADHD

Mikami

Normand

2015

Curr Dev Disord Rep

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“…Approaches aimed at improving school and classroom environments, including reducing the negative effects of disruptive or distracting behaviours, can enhance the chances that effective teaching and learning will occur, (Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008).…”

Section: Resultsmentioning

confidence: 99%

“…However, even after addressing these issues, barriers still remain for some students (Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008). Epstein et al (2008) go on to note that an estimated 1/3 rd of children fail to learn because of psychosocial problems they fail to engage with others including the teacher, act appropriately or remain on task. This alarming figure is part of the reason why in many parts of the world there has been a call for "new directions for addressing barriers to learning" (Aldelman & Taylor, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

Breakfast and Classroom Behaviour: An Observational Study of Grade 3 Students in a Bilingual Demonstration School, in Thailand

Webb

2017

PIJSS

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“…On Tier 1, school-wide or classroom-wide interventions have only scarcely been used, despite the evidence of their efficacy in supporting students' behaviour and reducing disruptive behaviour (Epstein 2008). These kinds of interventions are the first line of interventions, which support all children in the school.…”

Section: Discussion: Challenges Aheadmentioning

confidence: 99%

ADHD in the context of Finnish basic education

Honkasilta

Sandberg

Närhi³

et al. 2014

Emotional and Behavioural Difficulties

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Students with Attention Deficit/Hyperactivity Disorder (ADHD) are a growing group served under special education services in many Western societies. This article describes the history and current state of the services, as well as the assessment procedure. Our conclusion is that the status of students with ADHD in Finnish basic education (Grades 1 to 9) is still unclear. Based on the comparison of the prevalence and the population served in special education we can assume that this group is probably underserved in the Finnish school system. We also present findings from two recent studies among families with ADHD children in Finland. Family viewpoint can contribute to our knowledge and understanding about the diversity of the symptoms' manifestation as well as the extent and completeness of the possible outcomes of the disorder. In the context of schooling, studying these families' viewpoints can be of additional use in evaluating the present state of school practices in relation to institutional enactments established in educational acts. Future challenges about meeting the variety of pupils' needs according to inclusive pedagogy are discussed.

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Reducing Behavior Problems in the Elementary School Classroom: A Practice Guide

Cited by 109 publications

References 0 publications

The Importance of Social Contextual Factors in Peer Relationships of Children with ADHD

The Importance of Social Contextual Factors in Peer Relationships of Children with ADHD

Breakfast and Classroom Behaviour: An Observational Study of Grade 3 Students in a Bilingual Demonstration School, in Thailand

ADHD in the context of Finnish basic education

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