Book Review: Kids in the Mix of ADHD, LD, Autism Spectrum, Tourette’s, Anxiety, and More! The One-Stop Guide for Parents, Teachers, and Other Professionals (2014)

Kiernan, Joann

doi:10.1177/1744629514543602

Cited by 2 publications

(4 citation statements)

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“…Instead, participating students indicated that not being equipped with the skills required for secondary school left them feeling overwhelmed by the expectations of multiple teachers and an increased workload, which heightened levels of anxiety. In addition, the emergence of social groups in secondary school, along with a deep-seated desire for social acceptance (Kutcher, 2014), might explain why students participating in the current research recognised the need for explicit teaching of social skills in preparation for secondary school.…”

Section: Discussionmentioning

confidence: 95%

“…The demands of social interactions may also lead to frustration and anxiety for this cohort of students, which in turn may hamper the initiation of social interactions with other students (Griffin et al, 2006). Despite these differences, these students desire friendships and to be accepted by peers (Kutcher, 2014).…”

Section: Socio-emotional Differencesmentioning

confidence: 99%

“…In addition, findings highlighted that these students desired social acceptance in secondary school and were concerned by the prospect of having multiple teachers (Richter et al, 2019;Stack et al, 2021). Further studies highlighted the importance of emotional support from stakeholders (e.g., teachers) who understood how to appropriately scaffold students with ASD to meet the expectations of secondary school (Coffey, 2009(Coffey, , 2013Hopwood et al, 2016;Mitchell & Beresford, 2014), and could provide socio-emotional support for these students (Kutcher, 2014;Mitchell & Beresford, 2014;Richter et al, 2019;Stack et al, 2021). As such, it can be argued that a supportive teacher-student relationship would likely address and minimise student apprehensions about changes to routines, new social aspects, expectations, and the unfamiliar environment of secondary school (Scanlon et al, 2016).…”

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confidence: 98%

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Transition From Primary to Secondary School From the Perspectives of Students With Autism Spectrum Disorder and Concomitant Intellectual Giftedness

Minnie

2023

Australas. j. spec. incl. educ.

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Transition from primary to secondary school is an often challenging milestone in the lives of all students. Although existing research provides insight into transition for students with autism spectrum disorder (ASD), research that considers transition from the perspective of students with ASD and concomitant intellectual giftedness (IG) appears scant. This paper contributes to narrowing this gap by providing insight into the experiences of 21 students with ASD and concomitant IG who had already transitioned to secondary school. Data gathered from focus group discussions revealed that this particular cohort of students experienced difficulties in gaining social acceptance by same-age peers and were unequipped to meet the expectations of secondary school teachers and an increased workload, which intensified their transition experience. These findings highlight that this cohort of students requires specific preparation and support to transition to secondary school, which was not occurring.

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Section: Discussionmentioning

confidence: 95%

Section: Socio-emotional Differencesmentioning

confidence: 99%

mentioning

confidence: 98%

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Transition From Primary to Secondary School From the Perspectives of Students With Autism Spectrum Disorder and Concomitant Intellectual Giftedness

Minnie

2023

Australas. j. spec. incl. educ.

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“…This is in line with existing, non-musical literature to suggest that activities that allow individuals diagnosed with ADHD to move are beneficial for their learning (cf. DuPaul et al, 2011;Kutscher, 2014).…”

Section: Can Children and Young People Diagnosed With Adhd Engage Suc...mentioning

confidence: 99%

Attention deficit hyperactivity disorder (ADHD) and musical behaviour: The significance of context

Wilde

Welch

2022

Psychology of Music

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Recent estimates indicate that attention deficit hyperactivity disorder (ADHD) is prevalent in about 2.5% of adults and 5.9% of young people. Negative impacts of ADHD are often reported in academic performance, emotional and cognitive functioning, and peer relationships, but little is known about ADHD and music. Using a detailed case study approach, structured observations in contrasting settings over a period of several school terms were made of one Primary and one Secondary school-aged boy, each with a formal assessment of ADHD. Analyses of video-based observations every 30 s ( n = 5,961 in total) were related to (1) the particular core ADHD symptoms attributed to inattention, hyperactivity and impulsivity, together with their observed severity; and (2) tutors’ and pupils’ actions during their focus music sessions. These quantitative data enriched the qualitative analyses. The research findings indicate that, notwithstanding their ADHD-related symptoms, the affected individuals could engage successfully in music and acquire musical skills. ADHD was not a static condition, but variable according to pedagogical and musical context. Habitual ADHD symptoms were either reduced or entirely absent when participants were engaged in playing and performing music. Analyses suggest that an effective, context-sensitive and inclusive pedagogy can integrate pupils into successful individual and collective music making.

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Book Review: Kids in the Mix of ADHD, LD, Autism Spectrum, Tourette’s, Anxiety, and More! The One-Stop Guide for Parents, Teachers, and Other Professionals (2014)

Cited by 2 publications

References 0 publications

Transition From Primary to Secondary School From the Perspectives of Students With Autism Spectrum Disorder and Concomitant Intellectual Giftedness

Transition From Primary to Secondary School From the Perspectives of Students With Autism Spectrum Disorder and Concomitant Intellectual Giftedness

Attention deficit hyperactivity disorder (ADHD) and musical behaviour: The significance of context

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