Understanding and Supporting Attention Deficit Hyperactivity Disorder (ADHD) in the Primary School Classroom: Perspectives of Children with ADHD and Their Teachers

Autor/inn/en	McDougal, Emily; Tai, Claire; Stewart, Tracy M.; Booth, Josephine N.; Rhodes, Sinéad M.
Titel	Understanding and Supporting Attention Deficit Hyperactivity Disorder (ADHD) in the Primary School Classroom: Perspectives of Children with ADHD and Their Teachers
Quelle	In: Journal of Autism and Developmental Disorders, 53 (2023) 9, S.3406-3421 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McDougal, Emily) ORCID (Stewart, Tracy M.) ORCID (Booth, Josephine N.) ORCID (Rhodes, Sinéad M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-022-05639-3
Schlagwörter	Attention Deficit Hyperactivity Disorder; Elementary School Students; Student Attitudes; Teacher Attitudes; Academic Achievement; Barriers + Suchen Sie Ihr Suchwort? Schülerverhalten; Lehrerverhalten; Schulleistung
Abstract	Children with Attention Deficit Hyperactivity Disorder (ADHD) are more at risk for academic underachievement compared to their typically developing peers. Understanding their greatest strengths and challenges at school, and how these can be supported, is vital in order to develop focused classroom interventions. Ten primary school pupils with ADHD (aged 6-11 years) and their teachers (N = 6) took part in semi-structured interviews that focused on (1) ADHD knowledge, (2) the child's strengths and challenges at school, and (3) strategies in place to support challenges. Thematic analysis was used to analyse the interview transcripts and three key themes were identified; classroom-general versus individual-specific strategies, heterogeneity of strategies, and the role of peers. Implications relating to educational practice and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01