The piloting of a specific support programme for Grade R teachers on attention deficit hyperactivity disorder: The process of development

Abstract

Background Attention deficit hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in children and is generally identified and diagnosed during the preschool years. Preschool learners with ADHD are at risk of developing emergent literacy difficulties, crucial for the development of reading and writing. Many teachers have insufficient training to identify and address barriers to learning, such as ADHD. Aim The aim of this article was to report on the process followed in the development of a specific support programme for Grade R teachers on ADHD and on the piloting of the programme. Method An adapted version of the intervention research model provided the structure and phases for the development, implementation and evaluation of the support programme. Current literature on ADHD training programmes, adult learning principles and Bronfenbrenners’ ecosystemic framework was explored to develop the programme, training material, manual and method of presentation (Phase 1). Workshops were presented to 65 Grade R teachers working in an urban and semi-rural context (Phase 2). Participants were made aware of the symptoms of ADHD, and early identification and management of specific barriers to learning, such as ADHD, in order to reduce the risk of educational complications. Participants provided feedback (Phase 3) on the training, training material and manner of presentation following the workshops. Results The results obtained in phases 1 and 2 of the adapted intervention research model included the compilation of the information presented in the workshops and the training manual, as well as the instructional phase and piloting of the programme. The results obtained for Phase 3 include a summary of the feedback provided by the Grade R teachers on how they experienced the training. Participants’ feedback confirmed that the programme was valued and that their training expectations were met. Conclusion The intervention research model provided a valuable structure for the development and piloting of a specific support programme. This study can be replicated, and may pave the way for future support programmes for teachers. Capacity building of teachers is of the utmost importance in raising education standards in South Africa. Keywords Attention deficit hyperactivity disorder; ADHD; emergent literacy; Grade R teachers; support programme; intervention research model; Bronfenbrenner.

Attention deficit hyperactivity disorder: Training outcomes for Grade R teachers in an urban and semi-rural context

“…Attention deficit hyperactivity disorder is, therefore, mainly characterised by inappropriate levels of inattention or hyperactive-impulsivity (Schellack & Meyer 2012). It is a common psychiatric disorder identified and diagnosed in preschool children (De Jongh et al 2019;Suvarna & Kamath 2009). Learners with ADHD may present with phonological awareness (PA) problems, which is a component of emergent literacy and a prerequisite for the development of reading and writing (De Jongh 2017).…”

“…The risk for preschool learners with ADHD who experience challenges with the development of PA is significant and may result in academic difficulties (De Jongh et al 2019;Sims & Lonigan 2013;Wessels 2011). Attention deficit hyperactivity disorder is considered a barrier to learning.…”

“…It is, therefore, important that ADHD should be identified early to be suitably addressed. Many teachers are however not adequately informed to identify and manage the condition, or the implications thereof for the development of emergent literacy (De Jongh et al 2019;Sims & Lonigan 2013;Spangler & Slate 2012). Additional support is therefore required to make teachers aware of such a diagnosis and for them to understand how this condition is identified.…”

“…The DBE is phasing in Grade R (reception year), which forms part of the Foundation Phase (De Jongh et al 2019). Grade R teachers may find it particularly challenging to manage learners with ADHD, as this condition becomes more evident in the reception year (Wessels 2011).…”

“…Previous studies provided guidelines for the development of the support programme (De Jongh et al 2019). The recommendations and guidelines presented by Jones and Chronis-Tuscano (2008), Syed and Hussein (2010), Procaccini (2013), Perold et al (2010), Wium (2010) and Wessels (2011) reiterated that training is most effective when groups are smaller; the training is applied for shorter periods and serves a preventative purpose.…”