Classroom Behavior of Participants with ADHD Compared with Peers: Influence of Teaching Format and Grade Level

Autor/inn/en	Steiner, Naomi J.; Sheldrick, R. Chris; Frenette, Elizabeth C.; Rene, Kirsten M.; Perrin, Ellen C.
Titel	Classroom Behavior of Participants with ADHD Compared with Peers: Influence of Teaching Format and Grade Level
Quelle	In: Journal of Applied School Psychology, 30 (2014) 3, S.209-222 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2014.896297
Schlagwörter	Attention Deficit Hyperactivity Disorder; Comparative Analysis; Grade 2; Grade 4; Elementary School Students; Classroom Observation Techniques; Teaching Methods; Age Differences; Regression (Statistics); Learner Engagement; Instructional Effectiveness; Student Behavior; Time on Task; Student Characteristics; Statistical Analysis; Coding; Interaction; Massachusetts + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; Teaching method; Lehrmethode; Unterrichtsmethode; Age; Difference; Age difference; Altersunterschied; Regression; Regressionsanalyse; Unterrichtserfolg; Student behaviour; Schülerverhalten; Zeitaufwand; Statistische Analyse; Codierung; Programmierung; Interaktion; Master-Studiengang
Abstract	Few studies examine the classroom behavior of children with attention deficit hyperactivity disorder (ADHD) in comparison with classroom peers and which teaching formats best support classroom engagement. Observations (N = 312) of second- and fourth-grade students with ADHD and their randomly selected classroom peers were conducted using a systematic classroom observation method. Linear regressions analyzed classroom behavior compared with peers and effects of teaching format, grade, and treatment status on classroom behavior. Children with ADHD displayed lower engagement (p <0.001) and higher inattention (p <0.001) during teacher-led instruction compared with other teaching formats, and lower engagement in fourth grade than in second grade (p <0.05). Despite treatment plans, children with ADHD present with increased classroom behavior challenges. Adapting teaching formats to benefit children with ADHD should be considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10