Abstract
Students with attention deficit/hyperactivity disorder (ADHD) show reduced on-task behavior at school and educational problems due to the symptoms associated with this diagnosis. Classroom management strategies (CMS) are important to reduce impairment due to ADHD symptoms but are not yet well implemented. In this study we analyzed whether the facilitators and barriers regarding the intention to apply CMS identified for pre-service teachers are replicable in a sample of teachers in service. Overall, 599 teachers in service completed an online survey on the intention to apply CMS, their attitude towards CMS and towards students with ADHD, direct experiences, individual differences, and social influences. We calculated path models that significantly clarified variance in the intention to apply CMS (R2intention to use effective CMS = 0.47, p < 0.01 and R2intention to use ineffective CMS = 0.39, p < 0.01). It turns out that similar variables are relevant to teachers in service as well as pre-service teachers. A models’ extension to include variables that do justice to the difference between the two groups, such as work experience, shows a better model fit. Especially, attitude towards CMS, attitude towards students with ADHD, strain, perceived behavioral control and teachers’ affiliation with primary or special needs schools are important variables regarding the intention to apply CMS. The implementation of effective and elimination of ineffective CMS should thus be addressed by targeting teacher’s attitudes towards children with ADHD. Furthermore, strain prevention and education might enhance the application of effective CMS.
Highlights
The replication investigation for ineffective Classroom management strategies (CMS) resulted in a good model fit
In the present study we aimed to examine whether the facilitators and barriers regarding the implementation of CMS supporting students with attention deficit/hyperactivity disorder (ADHD) that are important for pre-service teachers are replicable among in-service teachers
Due to differences between pre- and in-service teachers, we investigated whether variables that do justice to those would enable us to deepen our knowledge about the intention to applyeffective CMS
Summary
To make a diagnosis of attention deficit/hyperactivity disorder (ADHD), the core symptoms inattention, hyperactivity, and impulsivity need to manifest cross-situationally, e.g., at home and at school, and result in clinical impairment [1,2]. Symptoms like failing to pay attention to details, having difficulty sustaining attention or organizing a task, or excessive talking or fidgeting cause reduced on-task behavior at school and often result in educational problems that are predictive for underachievement and a heightened risk for delinquency [7,8,9,10,11]. Pharmacological treatment that targets those core symptoms is the most frequent intervention for students with ADHD, and combining medication and behavioral therapy (as well as each on its own) reduce ADHD symptoms, but the effects are attenuated with respect to school achievement [12,13]. As the impairment is serious at school, students are often referred for diagnostics and treatment after entering school
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