EDUC Research Review Forms Student Name
Research Review Forms Template
Research Review Form #1
Your Topic of Research
Effective Inclusive Strategies for Children with Attention Deficit Hyperactivity Disorder (ADHD)
Current APA Reference
Moore, D.A., Russell, A.E., Arnell, S. & Ford, T.J. (2017). Educators experiences of managing students with ADHD: A qualitative study. Child: Care, Health and Development, 43(4), 489-498.
Type of Research
Qualitative study Survey research
Independent and Dependent Variables or Phenomenon/Variable of Interest
The study focused on examining the experiences and practices of educators in managing children with ADHD.
ADHD is defined as a developmental disorder characterized by prevalent and unsuitable levels of inattention, impulsivity, and hyperactivity.
The management of students with ADHD refers to how educators respond to such children in the classroom and barriers/facilitators to these responses.
Research Question(s) and/or Hypothesis(es)
Two research questions are stated:
(a) How do educators respond to ADHD in the classroom? and
(b) What are the barriers and facilitators to these responses? (p. 490). It is implied that the researchers believe that educators adopt different respond strategies to manage children with ADHD in the classroom. It is implied that educators responses are influenced by some barriers and facilitators.
Sample
The subjects were 42 school practitioners (32 females, 10 males) working with children or young people in nine schools in South West of the UK. The purposive samples was identified through contacting schools via direct email or through a newsletter.
Methodology
Instruments:
Thematic analysis was used to examine emerging themes and patterns in the data. As stated, thematic analysis is a flexible qualitative data analysis method used to identify and organize codes into patterns of shared meaning (Braun & Clarke, 2006).
Results
Results and Conclusions/Primary Findings:
The qualitative survey research suggested that educators employ a wide range general, inclusive strategies to assist learners with ADHD to cope in school instead of ADHD-specific interventions and withdrawal from classrooms. General, inclusive strategies focus on the individual needs and deficit skills of children with ADHD. As a result, these studies do not consider the effect of the school context on ADHD impairments. While the strategies are adopted used in a flexible and ad hoc manner, they are important in enhancing the abilities of these children to access curriculum and cope with school instead of treating ADHD symptoms. Some of the facilitators to these general, inclusive strategies include labeling, relationships, and medications while stigmatization and negative perceptions of ADHD are barriers to educators responses. However, educators do not use evidence-based interventions in managing ADHD in the classroom, which is a major gap and implication for future studies.
Data Analysis
Thematic analysis starts with coding features of data based on meanings. These features of data are then organized into patterns of shared meanings to generate tentative themes and subthemes. As evident in the study, the themes and subthemes are then reviewed to ensure they fit appropriately to each themes before final broad concepts are created.
Limitations
Limitations are discussed. The study findings have limited generalizability since it was carried out in a small geographical area. The small sample used by the researcher is small and may not be representative of the target population.
Quotes
Labelling, medication and relationships were seen to support children with ADHD in some situations; (p.495).
Educators report using a range of inclusive strategies with their students with ADHD that are rarely focused on the improvement of the core symptoms of the disorder or changing the context of the classroom (p.496).
Ideas
This demonstrates the inclusive strategies that I intend to examine in my study to determine what is effective in managing children with ADHD in the classroom.
New References to Examine
Furtick, K. C. (2010). Successful strategies used with ADHD students: is an ADHD...
…condition.Research Question(s) and/or Hypothesis(es)
Two research questions are implied:
a) How do young people with ADHD perceive and cope with symptoms of their condition?
b) What is the link between the types of perceptions and types of coping? It is implied that individuals with ADHD have different understanding of and coping mechanisms for the condition. It is also implied that an individuals perception of ADHD affects his/her coping skills.
Sample
A purposive sample of 14 participants (6 females, 8 males) aged between 8-17 years was drawn from public schools in the City of Stockholm.
Methodology
Instruments:
A semi-structured interview was developed based on guiding issues by Charmaz (2006).
Results
Results and Conclusions/Primary Findings
Individuals with ADHD have a variety of perceptions on the mechanism behind their symptoms and condition. They largely view the condition as something wrong with them, disconnect between the self and the environment, and personality. The type of coping with ADHD symptoms (following the symptoms, changing the environment or controlling self) is influenced by the type of perception.
Data Analysis
Inductive data analysis involving line-by-line initial coding and focused coding was carried out. This resulted in the development of abstract analytic codes and data categories. The coding process resulted in the eventual identification of themes that were used to answer the implied research questions.
Limitations
Limitations are discussed. The study has limited generalizability since it only employed a clinic-referred sample and did not capture the expeiences of young people without a formal ADHD diagnosis. Assessment of socioeconomic status and educational attainment was not conducted.
Quotes
Young people with ADHD perceive and cope with their symptoms in various ways. Perceptions of and coping with ADHD may relate to each other (p.2).
As suggested by Transactional Theory, coping with the symptoms of ADHD corresponded with the individuals appraisals of these symptoms (p.14).
Ideas
This demonstrates that the development of effective inclusive strategies…
References to Examine
Aduen, P.A., Day, T.N., Kofler, M.J., Harmon, S.L., Wells, E.L., & Sarver, D.E. (2018). Social problems in ADHD: Is it a skills acquisition or performance problem?. Journal of Psychopathology and Behavioral Assessment, 40, 440–451. doi:10.1007/s10862-018- 9649-7
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