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Full-Text Articles in Education
Teacher Knowledge Of Attention-Deficit/Hyperactivity Disorder And Classroom Management, Sarah J. Bolinger, Dr. Winnie Mucherah, Dr. Andrew M. Markelz
Teacher Knowledge Of Attention-Deficit/Hyperactivity Disorder And Classroom Management, Sarah J. Bolinger, Dr. Winnie Mucherah, Dr. Andrew M. Markelz
The Journal of Special Education Apprenticeship
There is limited research on teacher knowledge of Attention Deficit Hyperactivity Disorder (ADHD) and classroom management; however, research suggests that teacher knowledge of ADHD influences teaching behaviors. This study investigates general education teachers’ and special education teachers’ knowledge of ADHD and the interaction with classroom management. In this study, 17 teachers responded to surveys about knowledge of ADHD and classroom management. Teachers scored an average of 61% on the knowledge of ADHD questionnaire. Contrary to the hypothesis, teacher knowledge of ADHD was not significantly related to classroom management. The relationship between knowledge of ADHD and classroom management needs further examination …
College Student’S Perceptions Of Living And Learning With Attention Deficit Hyperactivity Disorder (Adhd), Michael P. Gallo, Patricia Mahar, Lynne Chalmers
College Student’S Perceptions Of Living And Learning With Attention Deficit Hyperactivity Disorder (Adhd), Michael P. Gallo, Patricia Mahar, Lynne Chalmers
The Journal of Special Education Apprenticeship
How does the K-12 special education system prepare children with ADHD for the rigors and independent learning of higher education? This article examines the K-12 experiences, including special education, of three college students diagnosed with ADHD during their early elementary years. In their own words, they provide insight into what benefited them and what educators can do to prepare children with ADHD to have a successful post secondary experience.
No Teacher Left Behind: Educating Students With Asd And Adhd In The Inclusion Classroom, Michaela N. Jones, Kimberly P. Weber, T.F. Mclaughlin
No Teacher Left Behind: Educating Students With Asd And Adhd In The Inclusion Classroom, Michaela N. Jones, Kimberly P. Weber, T.F. Mclaughlin
The Journal of Special Education Apprenticeship
The purpose of the present study was to evaluate the effects of a token economy on on-task behaviors by two seventh grade boys with varying disabilities within a public school inclusion classroom setting. At the end of the study, the participant identified with ASD increased his on-task behaviors approximately 52%. The participant identified with ADHD increased about 59% and decreased an average of 3.3 talk-outs per minute, although there were environmental limitations that impacted the design and confounded the ability to determine an educational effect. One specific limitation was the lack of support for the general education teacher to influence …