“Can I Play with You?” Peer Culture in Inclusive Preschool Programs

Wolfberg, Pamela; Zercher, Craig; Lieber, Joan; Capell, Karen; Matias, Sonya; Hanson, Marci J.; Odom, Samuel L.

doi:10.2511/rpsd.24.2.69

Cited by 30 publications

(21 citation statements)

References 17 publications

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“…Experience of ADHD symptoms X X (Brice 1998;Cooper and Shea 1998;Friio 1999;Houghton et al 2006;Kendall, Hatton, Beckett, and Leo 2003;McDannel 2005;Prosser 2006; Singh 2011) Relationships, classroom context and stigma X X (Brice 1998;Cooper and Shea 1998;Exley 2008;Friio 1999;Houghton et al 2006;Kendall et al 2003;McDannel 2005;Prosser 2006;Singh 2011;Taylor and Houghton 2008;Wolfberg et al 1999) Identity, agency and desire for approval X X (Cooper and Shea 1998;Exley 2008;Friio 1999;Houghton et al 2006;Kendall et al 2003 Comprised by three groups: 1) those diagnosed with ADHD who are medicated; 2) those diagnosed with ADHD who are not medicated; 3) those without ADHD diagnosis or symptoms; 100 pupils diagnosed with ADHD is based on an assumption of equal group category size. e n/r= not reported f papers that do not report age ranges of children taught g: Mothers of children diagnosed with ADHD (44), ADHD and learning difficulties (LD) (124), LD (148) Supplementary …”

Section: Contributing Studies a Pupil Views: Expression Of Symptoms mentioning

confidence: 99%

A systematic review and synthesis of qualitative research: the influence of school context on symptoms of attention deficit hyperactivity disorder

Gwernan‐Jones

Moore

Cooper

et al. 2016

Emotional and Behavioural Difficulties

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(word count: 150) This systematic review and synthesis of qualitative research explored contextual factors relevant to non-pharmacological interventions for Attention Deficit Hyperactivity Disorder (ADHD) in schools. We conducted meta-ethnography to synthesise 34 studies, using theories of stigma to further develop the synthesis. Studies suggested that the classroom context requiring pupils to sit still, be quiet and concentrate could trigger symptoms of ADHD, and that symptoms could then be exacerbated through informal/formal labelling and stigma, damaged self-perceptions and resulting poor relationships with staff and pupils. Influences of the school context on symptoms of ADHD were often invisible to teachers and pupils, with most attributions made to the individual pupil and/or the pupil's family. We theorise that this 'invisibility' is at least partly an artefact of stigma, and that the potential for stigma for ADHD to seem 'natural and right' in the context of schools needs to be taken into account when planning any intervention.

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Section: Contributing Studies a Pupil Views: Expression Of Symptoms mentioning

confidence: 99%

A systematic review and synthesis of qualitative research: the influence of school context on symptoms of attention deficit hyperactivity disorder

Gwernan‐Jones

Moore

Cooper

et al. 2016

Emotional and Behavioural Difficulties

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“…One study by Exley 332,337,338 was reported in a journal article, a conference paper and a practitioner article; when citing this study only the journal article 332 will be referenced to signify the singular nature of the study. Five studies involved participants from the USA, 27,299,331,334,336 four studies involved participants from Australia, 296,314,332,335 two studies involved participants from the UK 27,261 and one study involved participants from Canada. 333 The UK study by Singh 27 included participants from the UK and the USA.…”

Section: Study Characteristics For Review 4amentioning

confidence: 99%

“…l four studies explored experiences of pupils framed by the concept of ADHD, including their experience of symptoms, diagnosis, treatment and beliefs about the cause of ADHD (attributional beliefs) 261,299,314,333 l five studies explored social aspects of the experience of ADHD, including peer cultures and the role of anger and impulsivity in relationships; 27,296,332,335,336 and l two studies focused on the experience of ADHD and learning/school. 331,334 (Table 46).…”

Section: Study Characteristics For Review 4amentioning

confidence: 99%

“…331,333 Most authors explicitly discussed conceptual frameworks used to structure studies and/or analysis, including theories of learning style 331 symbolic interactionism, 296,335 postmodern illnesses, 299 synactive theory, 334 narrative research approaches, 314 empirical bioethics 27 and ecological systems. 27,296,335,336 Some studies were explicitly framed to explore attributional beliefs about ADHD 261,314 and many others addressed and/or came to conclusions about the contribution of psychological and/or sociological and/or biological factors to ADHD symptoms. 27,299,[332][333][334]337,338 Findings for review 4a (pupil views)…”

mentioning

confidence: 99%

“…Those discussed involved ethnography, 332,334,[336][337][338] critical discourse analysis, 332,337,338 grounded theory 296,335 and phenomenology. 331,333 Most authors explicitly discussed conceptual frameworks used to structure studies and/or analysis, including theories of learning style 331 symbolic interactionism, 296,335 postmodern illnesses, 299 synactive theory, 334 narrative research approaches, 314 empirical bioethics 27 and ecological systems.…”

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confidence: 99%

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Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research

Richardson

Moore

Gwernan‐Jones

et al. 2015

Health Technol Assess

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BackgroundAttention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterised by age-inappropriate levels of inattention, impulsivity and hyperactivity. School can be particularly challenging for children with ADHD. Few reviews have considered non-pharmacological interventions in school settings.ObjectivesTo assess the effectiveness of non-pharmacological interventions delivered in school settings for pupils with, or at risk of, ADHD and to explore the factors that may enhance, or limit, their delivery.Data sourcesTwenty electronic databases (including PsycINFO, MEDLINE, EMBASE, Education Resources Information Centre, The Cochrane Library and Education Research Complete) were searched from 1980 to February–August 2013. Three separate searches were conducted for four systematic reviews; they were supplemented with forward and backwards citation chasing, website searching, author recommendations and hand-searches of key journals.Review methodsThe systematic reviews focused on (1) the effectiveness of school-based interventions for children with or at risk of ADHD; (2) quantitative research that explores attitudes towards school-based non-pharmacological interventions for pupils with ADHD; (3) qualitative research investigating the attitudes and experiences of children, teachers, parents and others using ADHD interventions in school settings; and (4) qualitative research exploring the experience of ADHD in school among pupils, their parents and teachers more generally. Methods of synthesis included a random-effects meta-analysis, meta-regression and narrative synthesis for review 1, narrative synthesis for review 2 and meta-ethnography and thematic analysis for reviews 3 and 4.ResultsFor review 1, 54 controlled trials met the inclusion criteria. For the 36 meta-analysed randomised controlled trials, beneficial effects (p < 0.05) were observed for several symptom and scholastic outcomes. Mean weighted effect sizes ranged from very small (d+ < 0.20) to large (d+ ≥ 0.80), but substantial heterogeneity in effect size estimates across studies was reported. Moderator analyses were not able to clarify which intervention features were linked with effectiveness. For review 2, 28 included studies revealed that educators’ attitudes towards interventions ranged in positivity. Most interventions were rated positively or neutrally across different studies. The only intervention that consistently recorded positive attitudes from educators was daily report cards. For review 3, 33 studies met the inclusion criteria. Key findings included tensions regarding the preferred format of interventions, particularly how structured interventions were and the extent to which they are tailored to the child with ADHD. There were mixed views about the impact of interventions, although it was clear that interventions both influence and are influenced by the relationships held by children with ADHD and participants’ attitudes towards school and ADHD. For review 4, 34 studies met the inclusion criteria. Key findings included the importance of causal attributions that teachers, parents and pupils made about ADHD symptoms, the decisions teachers made about treatment, the self-perceptions pupils developed about themselves, the role of the classroom environment and stigma in aggravating ADHD symptoms, and the significant barrier to treatment posed by the common presence of conflict in relationships between pupils–teachers, parents–teachers and pupils–peers in relation to ADHD. An overarching synthesis of the four reviews highlighted the importance of the context affecting interventions. It suggested that ADHD psychoeducation and relationship-building skills are potential implications for interventions.LimitationsThe breadth of both interventions and outcomes in the reviewed studies presented a challenge for categorisation, analysis and interpretation in reviews 1–3. Across reviews, relatively few studies were conducted in the UK, limiting the applicability of findings to UK education. In reviews 1 and 2, the poor methodological quality of some included studies was identified as a barrier to establishing effectiveness or comparing attitudes. In review 3 the descriptive analysis used by the majority of studies constrained theorising during synthesis. Studies in review 4 lacked detail regarding important issues like gender, pupil maturity and school level.ConclusionFindings suggest some beneficial effects of non-pharmacological interventions for ADHD used in school settings, but substantial heterogeneity in effect sizes was seen across studies. The qualitative reviews demonstrate the importance of the context in which interventions are used. Future work should consider more rigorous evaluation of interventions, as well as focus on what works, for whom and in which contexts. Gaps in current research present opportunities for the development and testing of standardised tools to describe interventions, agreement on gold-standard outcome measures assessing ADHD behaviour and testing a range of potential moderators alongside intervention trials.Study registrationThis study is registered as PROSPERO CRD42011001716.FundingThe National Institute for Health Research Health Technology Assessment programme.

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Research on Social Relationships

Kennedy

2004

The International Handbook of Applied Research in Intellectual Disabilities

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“Can I Play with You?” Peer Culture in Inclusive Preschool Programs

Cited by 30 publications

References 17 publications

A systematic review and synthesis of qualitative research: the influence of school context on symptoms of attention deficit hyperactivity disorder

A systematic review and synthesis of qualitative research: the influence of school context on symptoms of attention deficit hyperactivity disorder

Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research

Research on Social Relationships

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