Responding to Interpersonal and Physically Provoking Situations in Classrooms: Emotional intensity in children with Attention Deficit Hyperactivity Disorder

Carroll, Annemaree; Houghton, Stephen; Taylor, Myra F.; Hemingway, Francene; List-Kerz, Michelle; Cordin, Robin; Douglas, Graham

doi:10.1080/10349120600716174

Cited by 11 publications

(2 citation statements)

References 33 publications

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“…However, a significantly higher number of African American students met the screening criteria for ADHD than white children. Carroll et al (2006) observed differences in the behaviors of students in grades third through eighth (Ages 8-13) diagnosed with and without ADHD. The researchers observed each student two times for a total of 40 minutes.…”

Section: Attention-deficit/hyperactivity Disordermentioning

confidence: 90%

Effectiveness of Child‐Centered Play Therapy and Person‐Centered Teacher Consultation on ADHD: A Single‐Case Study Design

Schottelkorb¹

2010

Child‐Centered Play Therapy Research

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Schottelkorb, April A. Effectiveness of child-centered play therapy and personcentered teacher consultation on ADHD behavioral problems of elementary school children: A single case design. Doctor of Philosophy (Counseling), December 2007, 197 pp., 7 tables, 63 figures, references, 75 titles. I examined the effectiveness of child-centered play therapy (CCPT) and personcentered teacher consultation (PCTC) for elementary school children identified with clinical or borderline levels of ADHD behaviors on the Teacher Report Form and the Conners' Teacher Rating Scale Revised -Short Form. Additionally, I examined the impact of CCPT and PCTC on the levels of parenting and teaching stress. Due to the current trend to determine interventions that are evidence-based through betweengroup or single case designs, for this study, I utilized a single case design experiment for which the behaviors of five children were examined. Trained observers utilized the Direct Observation Form in observations of all five students three times per week. Additionally, parents and teachers completed behavioral rating scales and stress inventories at pre-, mid-, and post-intervention. To prevent biased observational ratings, observers were blind to the assignment of the five children. Three students participated in 24 sessions of twice-weekly 30-minute sessions of CCPT, and these students' teachers participated in six sessions of once-weekly 10minute PCTC. Two students participated in twice-weekly 30-minute sessions of reading mentoring, after which they participated in 14 sessions of CCPT. Visual analysis of the data indicated mixed results. Three students demonstrated substantial improvement in the observed ADHD behaviors within the classroom. Results of the parent and teacher assessment data were inconsistent, but did indicate behavior change for some children and a reduction in teaching stress for one teacher. Parenting stress appeared unaffected. Implications for future research regarding the use of single case design, the measurement of student behavior change, and issues of comorbidity are indicated.

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Section: Attention-deficit/hyperactivity Disordermentioning

confidence: 90%

Effectiveness of Child‐Centered Play Therapy and Person‐Centered Teacher Consultation on ADHD: A Single‐Case Study Design

Schottelkorb¹

2010

Child‐Centered Play Therapy Research

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“…Modifications of instruction and identification of triggers for off-tasks behaviour (Carroll et al, 2006) were included.…”

Section: Tailoring Iytcmmentioning

confidence: 99%

Teachers Reaction to a Tailored Incredible Years Classroom Management Programme for Children with ADHD Symptoms in Addis Ababa

Mohammed¹

2019

IJCE

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Attention-Deficit/Hyperactivity Disorder (ADHD) is a persistent pattern of behaviours characterized by inattention, hyperactivity and impulsivity. Teaching children with ADHD is more stressful than teaching children without the disorder. This study examines teachers reaction towards a tailored Incredible Years Teacher Classroom Management programme aimed to enhance classroom management skills of a group of 10 teachers of children with ADHD symptoms in Addis Ababa, Ethiopia. This is the first study to evaluate the Incredible Years Teacher Classroom Management programme in African context. A one-group posttest-only experimental design was implemented. Ten teachers received the tailored Incredible Years Teacher training in a full-day session once a week for six weeks. The teachers drafted intervention plans at each session and implemented the strategies the following weeks in their classrooms. The teachers participated in an individual coaching sessions every week to help with implementation of the learned strategies and assess their level of performance. The teachers completed various structured and semi-structured questionnaires at the end of the intervention. The result of the study indicated that teachers were satisfied with the delivery of the programme; its content and practicality. Teachers reported that they were happy with the effects of the programme on children"s behaviour in the classroom. The teachers also indicated that they would recommend the programme to other colleagues. In light of the findings, teachers" reaction, limitations and implications for future research were discussed.

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Attention-deficit hyperactivity disorder and children's emotion dysregulation: A meta-analysis

Graziano

Garcia

2016

Clinical Psychology Review

239

189

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Responding to Interpersonal and Physically Provoking Situations in Classrooms: Emotional intensity in children with Attention Deficit Hyperactivity Disorder

Cited by 11 publications

References 33 publications

Effectiveness of Child‐Centered Play Therapy and Person‐Centered Teacher Consultation on ADHD: A Single‐Case Study Design

Effectiveness of Child‐Centered Play Therapy and Person‐Centered Teacher Consultation on ADHD: A Single‐Case Study Design

Teachers Reaction to a Tailored Incredible Years Classroom Management Programme for Children with ADHD Symptoms in Addis Ababa

Attention-deficit hyperactivity disorder and children's emotion dysregulation: A meta-analysis

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