Perceived Effectiveness of Classroom Management Interventions with Attention Deficit/Hyperactivity Disorder

Autor/in	Desbrow, Darlene
Titel	Perceived Effectiveness of Classroom Management Interventions with Attention Deficit/Hyperactivity Disorder
Quelle	In: Journal of the American Academy of Special Education Professionals, (2019), S.106-124 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Classroom Techniques; Attention Deficit Hyperactivity Disorder; Teacher Attitudes; Self Efficacy; Elementary School Teachers; Elementary School Students; Intervention; Student Behavior; Teacher Characteristics; Correlation; Instructional Program Divisions; Teaching Experience; Students with Disabilities; Urban Schools; Teacher Competencies; Token Economy; Reinforcement; Inclusion; California + Suchen Sie Ihr Suchwort? Klassenführung; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Student behaviour; Schülerverhalten; Korrelation; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrkunst; Token-Programm; Positive Verstärkung; Inklusion; Kalifornien
Abstract	Many teachers are concerned about their ability to work effectively with students who have a diagnosis of attention deficit/hyperactivity disorder (ADHD). The purpose of this quantitative descriptive study was to determine the perceived efficacy of common interventions used to address negative ADHD behaviors in the elementary and middle school classrooms. The research questions investigated teachers' perceptions of the efficacy of the interventions, and the relationship between the interventions perceived as efficacious and teacher demographics. The data collection instrument was a researcher-designed survey that provided primarily quantitative data collected from 97 voluntary participants from two middle schools and four elementary schools. Spearman's Rho findings indicate a correlation between perceived efficacy of interventions and teacher's grade level taught and years of experience. Friedman's test indicated the intervention perceived most efficacious depended on the negative ADHD behavior presented. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01