Unknown, Unloved? Teachers’ Reported Use and Effectiveness of Classroom Management Strategies for Students with Symptoms of ADHD

Gaastra, Geraldina; Groen, Yvonne; Tucha, Lara; Tucha, Oliver

doi:10.1007/s10566-019-09515-7

Cited by 22 publications

(37 citation statements)

References 40 publications

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“…Furthermore, the brief interventions seem acceptable and feasible for school based practice as all teachers completed the intervention, the majority of the teachers reported to use the techniques learned at three months follow-up (Staff et al, 2021), and most of the teachers would recommend the training to colleagues. Such short individualized interventions well meet teachers' needs (DuPaul et al, 2019;Egan et al, 2019;Gaastra et al, 2020), and fits with current ADHD guidelines suggesting that environmental modifications are regarded as first-line interventions prior to more intensified treatment (Akwa GGZ, 2019; National Institute for Health and Care Excellence, 2018). To increase suitability for schools, both sets of techniques could be combined into one intervention.…”

Section: Conclusion and Clinical Implicationssupporting

confidence: 68%

Effectiveness of Specific Techniques in Behavioral Teacher Training for Childhood ADHD Behaviors: Secondary Analyses of a Randomized Controlled Microtrial

Staff

Oord

Oosterlaan

et al. 2022

Res Child Adolesc Psychopathol

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Behavioral teacher training is an effective intervention for children with attention-deficit/hyperactivity disorder (ADHD). Intervention effectiveness may be enhanced by including intervention components that carry the strongest evidence for their effectiveness. A previous article of this group showed that both antecedent- (i.e., stimulus-control) and consequent-based (i.e., contingency management) techniques were highly effective in reducing daily teacher-rated, individually selected problem behaviors in a specific situation of the child. Effects were observed up to three months post intervention. Here, we tested whether effects were also present in teacher-rated and masked DSM-based assessments that comprise the full range of ADHD and oppositional defiant disorder (ODD) symptoms, as well as on teacher-rated impairment. Teachers of 90 children with (subthreshold) ADHD (6–12 years) were randomly assigned to one of three conditions: a short (two sessions), individualized intervention consisting of either a) antecedent-based techniques or b) consequent-based techniques; or c) waitlist. Multilevel analyses showed that both sets of techniques were effective in reducing teacher-rated ADHD symptoms and impairment immediately after the intervention and up to three months later, as compared to waitlist. Masked observations of ADHD behavior were in line with teacher ratings, with effects being most pronounced for inattention. No effects on teacher-rated or masked ODD behavior were found. This study showed that antecedent- and consequent-based techniques were effective in improving classroom ADHD symptoms and impairment. Long-term changes in teacher-rated ADHD are promising. These results extend previous findings and show the potential of short individually tailored interventions in classroom settings as treatment of ADHD symptoms.

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Section: Conclusion and Clinical Implicationssupporting

confidence: 68%

Effectiveness of Specific Techniques in Behavioral Teacher Training for Childhood ADHD Behaviors: Secondary Analyses of a Randomized Controlled Microtrial

Staff

Oord

Oosterlaan

et al. 2022

Res Child Adolesc Psychopathol

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“…Previous research has shown that students with ADHD benefit from specific CMS that teachers can use to handle the symptoms of ADHD in the classroom. However, despite this, CMS are currently not used regularly in schools with the result that students often do not receive the support they could have [12,[14][15][16][17][18]. We assumed that this science-practitioner gap exists because of a communication-related science-science gap between the scientific fields of psychology/psychiatry and education.…”

Section: Study Resultsmentioning

confidence: 99%

“…Additionally, as mentioned previously, in the seventh cluster (the role of parents/families) no educational literature is included. Interaction with families about CMS is difficult [18], and poor parent-teacher communication is common for children with ADHD [17]. We see that the fields seem to converge recently, but there are still topics that need more attention, such as implementation strategies that will be discussed in the next paragraph.…”

Section: Current Research Approachesmentioning

confidence: 99%

“…Overall, at least one of three students with ADHD does not receive any support in the classroom in the form of CMS, and this number is even higher for older students as well as for girls [17]. Whereas primary school teachers declare to apply more strategies when teaching children with ADHD, secondary school teachers do not [18], indicating that older students with ADHD do not receive sufficient support in the form of CMS. This suggests that the potential of CMS to enhance academic attainment in ADHD is not being met, partly due to teachers using strategies that are less effective for ADHD and a lack of application of these strategies to older students with ADHD.…”

Section: Introductionmentioning

confidence: 97%

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Bibliometric Review: Classroom Management in ADHD—Is There a Communication Gap Concerning Knowledge Between the Scientific Fields Psychiatry/Psychology and Education?

et al. 2020

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Many students with ADHD experience educational attainment difficulties. Nevertheless, evidence-based classroom management strategies (CMS) are seldom used. This science–practitioner gap might be due to a lack of shared knowledge between the scientific fields of psychology/psychiatry and education. This review uses science mapping to explore the basis of the current stock of knowledge in each of the two scientific fields, compares current approaches, and examines whether implementation methods and related barriers are investigated topics. We conducted a systematic search of the literature to identify articles on CMS in ADHD. We then conducted co-citation analyses and bibliographic coupling analysis. The former revealed six clusters of psychology/psychiatry and five clusters of education. Bibliographic coupling analysis resulted in eight clusters, with literature from both fields. The majority of the research is conducted in the field of psychology/psychiatry; teachers’ perspectives are focused only in the field of education. The number of studies on implementation and potential barriers is small. There was thus relatively little communication between the sciences, but the scientific fields have seemed to converge recently. Connecting the scientific fields more and concentrating on implementation methods and barriers is strongly needed to close the science–practitioner gap.

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“…Nevertheless, teachers rely more often on ineffective (e.g., threatening the student with punishment) than effective CMS [16,17]. Due to this gap between science and practice, a lot of potential is lost on part of both the teachers and students [17,18].…”

Section: Introduction 1attention Deficit/hyperactivity Disorder and Effective Treatmentmentioning

confidence: 99%

Influences on Teachers’ Intention to Apply Classroom Management Strategies for Students with ADHD: A Model Analysis

et al. 2021

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Students with attention deficit/hyperactivity disorder (ADHD) show reduced on-task behavior at school and educational problems due to the symptoms associated with this diagnosis. Classroom management strategies (CMS) are important to reduce impairment by ADHD but are not yet well implemented. In this study we analyzed whether the facilitators and barriers regarding the intention to apply CMS identified for pre-service teachers are replicable in a sample of teachers in service. Overall, 599 teachers in service completed an online survey on the intention to apply CMS, their attitude towards CMS and towards students with ADHD, direct experiences, individual differences, and social influences. We calculated path models that significantly clarified variance in the intention to apply CMS (R2intention to use effective CMS = 0.47, p < 0.01 and R2intention to use ineffective CMS = 0.39, p < 0.01). It turns out that similar variables are relevant to teachers in service as well as pre-service teachers. A models’ extension to include variables that do justice to the difference between the two groups, such as work experience, shows a better model fit. Especially, attitude towards CMS, attitude towards students with ADHD, strain, perceived behavioral control and teachers’ affiliation with primary or special needs schools are important variables regarding the intention to apply CMS. The implementation of effective and elimination of ineffective CMS should thus be addressed by targeting teacher’s attitudes towards children with ADHD. Furthermore, strain prevention and education might enhance the application of effective CMS.

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Unknown, Unloved? Teachers’ Reported Use and Effectiveness of Classroom Management Strategies for Students with Symptoms of ADHD

Cited by 22 publications

References 40 publications

Effectiveness of Specific Techniques in Behavioral Teacher Training for Childhood ADHD Behaviors: Secondary Analyses of a Randomized Controlled Microtrial

Effectiveness of Specific Techniques in Behavioral Teacher Training for Childhood ADHD Behaviors: Secondary Analyses of a Randomized Controlled Microtrial

Bibliometric Review: Classroom Management in ADHD—Is There a Communication Gap Concerning Knowledge Between the Scientific Fields Psychiatry/Psychology and Education?

Influences on Teachers’ Intention to Apply Classroom Management Strategies for Students with ADHD: A Model Analysis

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