Australian Adolescent Boys with Attention Deficit/Hyperactivity Disorder (AD/HD): Teacher and Teaching Factors That Assess the Efficacy of Reducing Unwanted Behaviours within the Classroom Environment

Autor/in	Gibbs, Kathryn
Titel	Australian Adolescent Boys with Attention Deficit/Hyperactivity Disorder (AD/HD): Teacher and Teaching Factors That Assess the Efficacy of Reducing Unwanted Behaviours within the Classroom Environment
Quelle	In: Australian Journal of Learning Difficulties, 23 (2018) 1, S.53-65 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2017.1393626
Schlagwörter	Foreign Countries; Adolescents; Males; Attention Deficit Hyperactivity Disorder; Behavior Problems; Classroom Environment; Teaching Methods; Teacher Student Relationship; Case Studies; Semi Structured Interviews; Focus Groups; Student Experience; Australia + Suchen Sie Ihr Suchwort? Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Male; Männliches Geschlecht; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Case study; Fallstudie; Case Study; Studienerfahrung; Australien
Abstract	Students with AD/HD experience difficulty concentrating in the classroom due to unwanted behaviours. This article focuses on what six Australian adolescent boys have to say about teacher and teaching factors that enabled them to regain focus (if distracted) and concentrate on classroom learning. A multiple, instrumental case-study was used to collect data from the boys using semi-structured individual and focus group interviews as well as school reports across a two year period. Findings suggested that interventions including frequent short breaks, humour by the teacher and teachers who operate in a well-structured classroom and who know their subject matter well, were beneficial in reducing unwanted behaviours and resulted in less negative events, thereby making schooling a more positive experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01