What do ADHD Neuroimaging Studies Reveal for Teachers, Teacher Educators and Inclusive Education?

Boon, Helen

doi:10.1007/s10566-019-09542-4

Cited by 13 publications

(9 citation statements)

References 197 publications

(155 reference statements)

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“…An individual with ADHD may present with hyperactive symptoms (e.g., has difficulty sitting still, difficulty managing impulses), inattentive symptoms (e.g., often does not seem to listen when spoken to directly, often losing track of time or possessions), or a combination of both (APA, 2013). Advances in neuroscience have demonstrated that there are distinct differences in neural anatomy and neural processing among children with ADHD compared to typically developing children (Boon, 2020;Kasparek et al, 2015;Uddin et al, 2017). Scuitto et al (2000) found that while teachers may know the signs and symptoms of ADHD, they are less versed in the course and treatment of ADHD.…”

Section: Pay Attention To This: a Knowledge Translation Study Of Adhd And Its Brain Basis To Preservice And In-service Teachersmentioning

confidence: 99%

“…Children with ADHD face barriers that their peers do not, such as a lack of adequate support in transition periods (e.g., from elementary to secondary school, from high school to postsecondary) as well as lower parental expectations; in fact, the latter is so impactful, it has been shown to explain the differences between post-secondary education attendance between students with ADHD and other youth (Statistics Canada, 2019). Boon (2020) has advocated for a systematic update in the professional development for preservice and in-service teachers to better support students with ADHD. Specifically, Boon (2020) suggested that an understanding of the neuroscience of ADHD will enhance understanding of students with ADHD and why they behave differently than other students.…”

Section: Pay Attention To This: a Knowledge Translation Study Of Adhd And Its Brain Basis To Preservice And In-service Teachersmentioning

confidence: 99%

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Pay Attention to This: A Knowledge Translation Study of ADHD and its Brain Basis to Preservice and In-Service Teachers

2021

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The purpose of the present study was to develop a knowledge translation (KT) activity for educators about the brain in children and adolescents with attention deficit hyperactivity disorder (ADHD). The goal was to increase our participants’ knowledge about ADHD and its brain basis. In addition to neuroscience content, the KT activity included the personal story of the lead researcher’s lived experience with ADHD to provide context, and to inform the participants’ perceptions of ADHD. Framed in an action research paradigm, our study undertook three cycles of reflection, planning, action, and observation to develop and improve a knowledge translation activity. The knowledge translation activity was presented to 48 preservice and in-service teachers and members of the public across Canada, with a mixed methods approach to evaluate the outcomes. The findings demonstrated that this knowledge translation activity was effective in enhancing participant knowledge about ADHD. Quantitively, a non-significant trend was observed that participants shifted their perceptions from social and behavioural causes to brain-based causes of ADHD. Qualitatively, the participants indicated making connections between the personal story and neuroscience. Effective KT requires a review of context vocabulary and opportunity for teacher interaction. Teachers are aware of several behavioural management strategies but do not have a clear idea of how or why they work. Teaching neuroscience to teachers allows for a discussion of neurodiversity and a strength-based approach to programming and accommodation. This research could help guide future knowledge translation research into the benefits of combining personal lived experience with neuroscience content. Keywords: knowledge translation, neuroscience, attention deficit hyperactivity disorder, lived experience, storytelling, action research, neurodiversity

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Section: Pay Attention To This: a Knowledge Translation Study Of Adhd And Its Brain Basis To Preservice And In-service Teachersmentioning

confidence: 99%

Section: Pay Attention To This: a Knowledge Translation Study Of Adhd And Its Brain Basis To Preservice And In-service Teachersmentioning

confidence: 99%

Pay Attention to This: A Knowledge Translation Study of ADHD and its Brain Basis to Preservice and In-Service Teachers

2021

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“…There are review studies in the field which examine issues such as research regarding teacher training for IE [37], initial teacher education for inclusion [38], research findings on ADHD with relevance for teachers, teacher educators and IE [39], the use of augmented reality in IE [40], pre-service teachers' attitudes towards inclusion [41], inclusive pedagogy in physical education [42], and teacher training programs for the inclusion of students with special education needs in regular primary schools [43]. Review studies are valuable in providing experts' evaluation on the literature in a field, but as an alternative approach, bibliometric studies are objective and reliable resources that offer a mapping of a research field, allowing for a much wider coverage of selected studies [31].…”

Section: Literature Analysismentioning

confidence: 99%

Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research

Cretu

Morândău

2020

Sustainability

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In the context of international demands in recent decades to strengthen the commitment to inclusive policy and practices within education systems, teacher education has been challenged to find ways to prepare teachers capable of addressing the various needs of learners. The goal of this paper is to examine the research literature on initial teacher education for inclusive education (ITEIE) by using bibliometric analysis carried out on 440 documents indexed by Web of Science (WoS). The findings support the understanding of the ITEIE field regarding the evolution across time, the contributions in the field, the relevant journals, authors, and papers, the collaboration patterns. Although there has been a significant increase in the number of published works over the years, only a small number of countries and researchers have made significant contributions to the field. The analyses performed with VOSviewer software indicated poor collaboration among participating countries and authors. Several general topics have been addressed in the field over the past 25 years. There is a need to develop more cross-border research groups to ensure progress in the field. By mapping the emerging ITEIE research literature, this study can be a starting point for the development of new studies in the area.

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“…Boon (2020) has advocated for a systematic update in the professional development for preservice and in-service teachers to better support students with ADHD. Specifically, Boon (2020) suggested that an understanding of the neuroscience of ADHD will enhance understanding of students with ADHD and why they behave differently than other students. In this present study, in turn, we developed a knowledge translation (KT) activity aimed at increasing teacher knowledge of the brain basis of ADHD, in order to respond to the needs of students with ADHD and help teachers reflect on what is needed to provide this support.…”

Section: Pay Attention To This: a Knowledge Translation Study Of Adhd And Its Brain Basis To Preservice And In-service Teachersmentioning

confidence: 99%

“…Teachers are often ambivalent and unconvinced about the legitimacy of ADHD diagnoses and the brain basis of ADHD (Boon, 2020). Evidence shows that teachers with more knowledge of ADHD in general (symptoms, diagnosis, treatment) display less stigma towards students with ADHD (Toye et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Untitled

2021

in education

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At this writing, the news media has been full of stories about the emergence of a new corona virus variant named "omicron," not the least of which has been how to pronounce it. That said, the fact that we are still in a pandemic and things may potentially worsen should certainly eclipse the need to learn how to pronounce omicron. COVID-19 has turned the world sideways impacting almost every person and facet of human activity in multiple ways that were heretofore unimagined by most people. Despite humanity's concerted efforts the virus continues to mutate and infect people at alarming rates across different regions of the world. Certainly, we have become more cognizant of the inequities that persist around the world with access to vaccines, and the significant numbers of folks not getting vaccinated, and the ongoing race to track and analyze new variants. Yet, with all that the virus has done around the world many folks continue to try and aim their actions and life toward some kind of normal. But what seems to becoming abundantly clear is that it is not possible to return to some perceived normal that was imagined prepandemic; we seem to be decidedly in transition toward a quickly changing new reality.

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What do ADHD Neuroimaging Studies Reveal for Teachers, Teacher Educators and Inclusive Education?

Cited by 13 publications

References 197 publications

Pay Attention to This: A Knowledge Translation Study of ADHD and its Brain Basis to Preservice and In-Service Teachers

Pay Attention to This: A Knowledge Translation Study of ADHD and its Brain Basis to Preservice and In-Service Teachers

Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research

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