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Teaching the Struggling ADD/ADHD Student: The Contrast between Best Practices Identified by Researchers to be Successful and What Practices Teachers Implement with Students in the Public Classroom

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Title: Teaching the Struggling ADD/ADHD Student: The Contrast between Best Practices Identified by Researchers to be Successful and What Practices Teachers Implement with Students in the Public Classroom
Language: English
Authors: Louden, Perry F.
Source: ProQuest LLC. 2013Ed.S. Dissertation, Middle Tennessee State University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 209
Publication Date: 2013
Document Type: Dissertations/Theses - Doctoral Dissertations
Descriptors: Attention Deficit Hyperactivity Disorder, Best Practices, Teacher Attitudes, Intervention, Attitudes toward Disabilities, Program Effectiveness, Team Teaching, Individualized Instruction, Teacher Surveys, Educational Environment, Inclusion, Student Needs, Teacher Role, Barriers, Teacher Collaboration, Regular and Special Education Relationship
ISBN: 978-1-303-34202-8
Abstract: Students who are diagnosed with ADHD spend the majority of the school day in the regular education classroom. This research looked at best practices being used in the classroom and how effective teachers perceive those interventions to be. The questions of what are the attitudes of teachers towards students with ADHD, how do teachers feel about the effectiveness of specific interventions, and what interventions identified in research as effective are not being used by teachers. Additionally, there was qualitative section collaboration, co-teaching and differentiating instruction. One hundred and forty-nine teachers completed the survey. The respondents indicated, in general, students with ADHD learn best in the regular education classroom; most interventions are effective, but each student is different and may need different interventions; and teachers were not using interventions, taking extra time and planning. Recommendations for overcoming hindrances and obstacles are offered. Furthermore, teachers indicated there were hindrances to co-teaching and collaboration with both special education and school counselors. Furthermore, a number of additional interventions for differentiating instruction were gathered from respondents. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2015
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3592681
Accession Number: ED559808
Database: ERIC
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  Data: Students who are diagnosed with ADHD spend the majority of the school day in the regular education classroom. This research looked at best practices being used in the classroom and how effective teachers perceive those interventions to be. The questions of what are the attitudes of teachers towards students with ADHD, how do teachers feel about the effectiveness of specific interventions, and what interventions identified in research as effective are not being used by teachers. Additionally, there was qualitative section collaboration, co-teaching and differentiating instruction. One hundred and forty-nine teachers completed the survey. The respondents indicated, in general, students with ADHD learn best in the regular education classroom; most interventions are effective, but each student is different and may need different interventions; and teachers were not using interventions, taking extra time and planning. Recommendations for overcoming hindrances and obstacles are offered. Furthermore, teachers indicated there were hindrances to co-teaching and collaboration with both special education and school counselors. Furthermore, a number of additional interventions for differentiating instruction were gathered from respondents. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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      – Text: English
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        PageCount: 209
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      – SubjectFull: Attention Deficit Hyperactivity Disorder
        Type: general
      – SubjectFull: Best Practices
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Intervention
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      – SubjectFull: Attitudes toward Disabilities
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Team Teaching
        Type: general
      – SubjectFull: Individualized Instruction
        Type: general
      – SubjectFull: Teacher Surveys
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      – SubjectFull: Educational Environment
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      – SubjectFull: Inclusion
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      – SubjectFull: Student Needs
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      – SubjectFull: Teacher Role
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      – SubjectFull: Barriers
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      – SubjectFull: Teacher Collaboration
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      – SubjectFull: Regular and Special Education Relationship
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      – TitleFull: Teaching the Struggling ADD/ADHD Student: The Contrast between Best Practices Identified by Researchers to be Successful and What Practices Teachers Implement with Students in the Public Classroom
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