School Experiences of Adolescents with Attention-Deficit/Hyperactivity Disorder

Autor/inn/en	Wiener, Judith; Daniels, Lesley
Titel	School Experiences of Adolescents with Attention-Deficit/Hyperactivity Disorder
Quelle	In: Journal of Learning Disabilities, 49 (2016) 6, S.567-581 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219415576973
Schlagwörter	Adolescents; Attention Deficit Hyperactivity Disorder; Teacher Attitudes; Semi Structured Interviews; Grounded Theory; Teacher Student Relationship; Academic Achievement; Statistical Analysis; Qualitative Research; Teaching Methods; Intervention; Self Evaluation (Individuals); Student Experience; Rating Scales; Achievement Tests; Learner Engagement; High School Students; Foreign Countries; Secondary School Teachers; Parent Child Relationship; Peer Relationship; Urban Areas; Canada; Conners Rating Scales; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Statistische Analyse; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Studienerfahrung; Rating-Skala; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Peer-Beziehungen; Urban area; Stadtregion; Kanada
Abstract	This article reports on a qualitative study of the school experiences of adolescents with attention-deficit/hyperactivity disorder (ADHD) in the context of quantitative research on teacher attitudes and practices, adolescent self-appraisals, and social and family relationships. Twelve adolescents with ADHD participated in in-depth, semistructured interviews addressing major aspects of school life. Using a modified grounded theory framework, researchers coded these interviews. Three themes emerged: (a) support for a performance deficit, (b) academic and social engagement, and (c) moving from dependence to independence. What is most striking is the low level of agency students demonstrated; that is, rather than acting with purpose on their environments, they seemed to react to things that happened to them. These findings suggest that teachers of adolescents with ADHD know about the nature of the disorder, understand that students' difficulties with organization and academic performance are not typically intentional, use evidence-based interventions to support students, and provide the monitoring and scaffolding needed for academic achievement. The students also provide specific suggestions for parents and peers regarding the supports they need to be successful. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01