Understanding and Supporting Attention Deficit Hyperactivity Disorder (ADHD) in the Primary School Classroom: Perspectives of Children with ADHD and their Teachers / Emily MCDOUGAL in Journal of Autism and Developmental Disorders, 53-9 (September 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-9 (September 2023) . - p.3406-3421 Titre : Understanding and Supporting Attention Deficit Hyperactivity Disorder (ADHD) in the Primary School Classroom: Perspectives of Children with ADHD and their Teachers Type de document : Texte imprimé et/ou numérique Auteurs : Emily MCDOUGAL, Auteur ; Claire TAI, Auteur ; Tracy M. STEWART, Auteur ; Josephine N. BOOTH, Auteur ; Sinéad M. RHODES, Auteur Article en page(s) : p.3406-3421 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with Attention Deficit Hyperactivity Disorder (ADHD) are more at risk for academic underachievement compared to their typically developing peers. Understanding their greatest strengths and challenges at school, and how these can be supported, is vital in order to develop focused classroom interventions. Ten primary school pupils with ADHD (aged 6-11 years) and their teachers (N=6) took part in semi-structured interviews that focused on (1) ADHD knowledge, (2) the child?s strengths and challenges at school, and (3) strategies in place to support challenges. Thematic analysis was used to analyse the interview transcripts and three key themes were identified; classroom-general versus individual-specific strategies, heterogeneity of strategies, and the role of peers. Implications relating to educational practice and future research are discussed. En ligne : https://doi.org/10.1007/s10803-022-05639-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 [article] Understanding and Supporting Attention Deficit Hyperactivity Disorder (ADHD) in the Primary School Classroom: Perspectives of Children with ADHD and their Teachers [Texte imprimé et/ou numérique] / Emily MCDOUGAL, Auteur ; Claire TAI, Auteur ; Tracy M. STEWART, Auteur ; Josephine N. BOOTH, Auteur ; Sinéad M. RHODES, Auteur . - p.3406-3421. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-9 (September 2023) . - p.3406-3421 Index. décimale : PER Périodiques Résumé : Children with Attention Deficit Hyperactivity Disorder (ADHD) are more at risk for academic underachievement compared to their typically developing peers. Understanding their greatest strengths and challenges at school, and how these can be supported, is vital in order to develop focused classroom interventions. Ten primary school pupils with ADHD (aged 6-11 years) and their teachers (N=6) took part in semi-structured interviews that focused on (1) ADHD knowledge, (2) the child?s strengths and challenges at school, and (3) strategies in place to support challenges. Thematic analysis was used to analyse the interview transcripts and three key themes were identified; classroom-general versus individual-specific strategies, heterogeneity of strategies, and the role of peers. Implications relating to educational practice and future research are discussed. En ligne : https://doi.org/10.1007/s10803-022-05639-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511

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