Teacher Management Practices for First Graders with Attention Problems

Autor/inn/en	Murray, Desiree W.; Rabiner, David L.; Hardy, Kristina K.
Titel	Teacher Management Practices for First Graders with Attention Problems
Quelle	In: Journal of Attention Disorders, 15 (2011) 8, S.638-645 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-0547
DOI	10.1177/1087054710378234
Schlagwörter	Attention Deficit Disorders; Guidelines; Grade 1; Teaching Methods; Classroom Techniques; Questionnaires; Intervention; Behavior Problems; Student Behavior; At Risk Students; Low Income Groups; Minority Group Students; Classroom Environment; Assignments; Behavior Modification; Conners Teacher Rating Scale; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Richtlinien; School year 01; 1. Schuljahr; Schuljahr 01; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Fragebogen; Student behaviour; Schülerverhalten; Klassenklima; Unterrichtsklima; Assignment; Auftrag; Zuweisung; Behaviour modification; Verhaltensänderung
Abstract	Objective: To examine whether teacher reports of accommodations and interventions for inattentive first graders are consistent with best practice guidelines. Method: A total of 36 teachers completed the Teacher Management Questionnaire (TMQ) for 92 students in five predominantly low-income, minority schools. The TMQ is a newly developed measure designed to assess the frequency with which teachers implement a variety of accommodations and interventions with individual students. Additional teacher and student background data were collected on the inattentive sample, including behavior ratings and academic testing. Results: Teachers reported variable implementation of different management strategies, with more frequent use of class-wide structure and organizational interventions, and less frequent assignment modifications and individual behavior plans. Greater use of some strategies was reported for inattentive students and those with additional risk characteristics such as oppositional behavior and school-based referrals. Conclusion: Teachers appear to differentiate some management strategies based on the presence of attention problems, although their self-reported implementation is not well aligned with best practice guidelines. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10