Inclusion of Pupils with ADHD Symptoms in Mainstream Classes with PBS

Autor/inn/en	Karhu, Anne; Närhi, Vesa; Savolainen, Hannu
Titel	Inclusion of Pupils with ADHD Symptoms in Mainstream Classes with PBS
Quelle	In: International Journal of Inclusive Education, 22 (2018) 5, S.475-489 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2017.1370741
Schlagwörter	Inclusion; Attention Deficit Hyperactivity Disorder; Symptoms (Individual Disorders); Parent Participation; Case Studies; Elementary School Students; Foreign Countries; Behavior Problems; Behavior Change; Feedback (Response); Classroom Techniques; Intervention; Evidence Based Practice; Outcomes of Treatment; Meetings; Report Cards; Student Behavior; Questionnaires; Interviews; Observation; Finland + Suchen Sie Ihr Suchwort? Inklusion; Psychiatrische Symptomatik; Elternmitwirkung; Case study; Fallstudie; Case Study; Ausland; Klassenführung; Meeting; Tagung; Berichtszeugnis; Student behaviour; Schülerverhalten; Fragebogen; Interviewing; Interviewtechnik; Beobachtung; Finnland
Abstract	Inclusion is never only a practical issue of placement. School-wide systemic change, together with well-functioning, multi-tiered support, can promote the inclusion of all pupils. This paper draws on research conducted in two mainstream primary schools in Finland. The primary focus was to gain insight into practical solutions to facilitate the inclusion of pupils with attention-deficit hyperactivity disorder (ADHD) in mainstream teaching. Using an experimental, multiple-baseline, single-case design, we examined the effects of Check-in Check-out (CICO) support on changes in the behaviour of two pupils who displayed ADHD-type behaviours. The key features of CICO are brief morning and afternoon meetings with an adult, the use of a daily report card, regular positive feedback during the day, and parental involvement. This study examined if behavioural gains made during the implementation of CICO support can be maintained. Visual data analysis revealed differences in two CICO-ending strategies on maintenance in pupils with ADHD symptoms. The results suggest that consistent universal positive behaviour support systems together with additional behavioural support can facilitate the successful inclusion of pupils observed by teachers to have even severe disruptive behaviours in a mainstream learning environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01