School Adjustments in Children with Attention Deficit Hyperactivity Disorder (ADHD): Peer Relationships, the Quality of the Student-Teacher Relationship, and Children’s Academic and Behavioral Competencies

Berchiatti, Martina; Ferrer, Antonio; Badenes‐Ribera, Laura; Longobardi, Claudio

doi:10.1080/15377903.2021.1941471

Cited by 9 publications

(6 citation statements)

References 34 publications

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“…According to research of Hinshaw et al, (2021), girls with ADHD have a lack of attention, while boys with ADHD have more impulsive symptoms. According to the research of Berchiatti et al, (2022) students with ADHD showed higher levels of symptoms, behaviour problems and problems with peers than students with normal development. Research of Chhabra, et al, (2016) says that teacher support and family involvement, peer acceptance, encouragement and positive interaction between children are important factors in supporting children with special needs.…”

Section: Discussionmentioning

confidence: 99%

Discovering Hyperactive Actions of Students in Classroom and Teachers' Approaches to Them

Kurteshi,

Rrustemi

2024

Intl. J. Rel.

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In this study, the hyperactive behaviors of primary school students were investigated and teachers' approaches to them in the classroom. This is a qualitative study. Observation was done through lists distributed to teachers. In total, the participants are N = 17 teachers who observed hyperactive students during 10 days of their work in the classroom with a total of 50 teaching hours. Altogether, the behaviors of N = 88 hyperactive students have been observed by their teachers. The interview data were collected through the protocol of conducted with teachers. A total of N = 5 teachers participated in the interview. The results of the observation show that one of the most frequent behaviors of hyperactive students is their frequent movements. Also, results of observation show that hyperactive behaviors are more pronounced in boys than in girls p = 0.014. The results of the interview show that the most frequent behaviors of hyperactive students are movements, jumping, running, fast performance of tasks that result in mistakes, lack of attention in listening to the rules. Also, the findings of the interview show that teachers support these students based on their knowledge and experience.

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Section: Discussionmentioning

confidence: 99%

Discovering Hyperactive Actions of Students in Classroom and Teachers' Approaches to Them

Kurteshi,

Rrustemi

2024

Intl. J. Rel.

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“…This is usually a consequence related to the lack of knowledge and awareness about the nature and manifestation of the related disorders, both from teachers and parents and from the wider social context. Therefore, many of these children can be easily misunderstood and characterized as ‘lazy’, ‘indifferent’, ‘aggressive’, and/or having a ‘problematic behavior’ [ 37 ], and sometimes, even ‘annoying’ in their social relationships [ 38 ].…”

Section: Attention Deficit Hyperactivity Disorder (Adhd)mentioning

confidence: 99%

The High Rates of Comorbidity among Neurodevelopmental Disorders: Reconsidering the Clinical Utility of Distinct Diagnostic Categories

Bonti,

Zerva,

Koundourou

et al. 2024

JPM

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The boundaries between neurodevelopmental disorders are often indistinct, even among specialists. But do these boundaries exist, or do experts struggle to distinguish and categorize symptoms in order to arrive at a dominant diagnosis while comorbidity continually leaves questions about where each disorder ends and begins? What should be reconsidered? The introduction of the term ‘spectrum of neurodevelopmental disorders’ could pave the way for a re-appraisal of the clinical continuum of neurodevelopmental disorders. This study aims to highlight the problems that emerge in the field of the differential diagnosis of neurodevelopmental disorders and propose a renegotiation of the distinctiveness criteria.

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“…This is due to be a school program specifically established by the government for disabled children (ABK). As a country with a population of around 250 million people, Indonesia also has several citizens with various kinds of special needs, such as those included in the ADHD category (Berchiatti et al, 2021;Papadopoulos et al, 2002) ing processes due to physical, emotional, mental, and social abnormalities. To organize Special Education and serve disabled students, learning processes should be performed inclusively or in the form of Special Education units at primary and secondary levels.…”

Section: Special Education Policy and Practices In Indonesiamentioning

confidence: 99%

Increasing Concentration of Attention Deficit Hyperactivity Disorder (ADHD) Students Through Gamification Learning Media in Indonesian Inclusion Elementary School

Kusmawati

Fahrurrozi

Supena

2023

IJSE

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This study aims to determine the patterns of increasing concentration of Special Needs students in Indonesian Elementary Schools. Since these students often have difficulty understanding the educational process, gamification is considered an alternative to improve their learning outcomes and concentration in Elementary School. In this study, a descriptive-qualitative approach was implemented to describe the techniques used by the teacher to improve students’ learning concentration in the classroom. A total of 13 participants, consisting of 4 Elementary School teachers, 4 Special Needs students, 4 parents, and 1 inclusion institution principal, were observed and interviewed. Furthermore, data collection techniques included in-depth interviews, Focus Group Discussion (FGD), and classroom observation. The results showed that there was an increase in the concentration of ADHD students after using gamification media in the learning process. The parents of these students provided adequate support, and the principal’s policy recommended strengthening parental relationships and using gamification media. These results are expected to be useful for teachers and study experts interested in conducting various analyses on ADHD students.

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School Adjustments in Children with Attention Deficit Hyperactivity Disorder (ADHD): Peer Relationships, the Quality of the Student-Teacher Relationship, and Children’s Academic and Behavioral Competencies

Cited by 9 publications

References 34 publications

Discovering Hyperactive Actions of Students in Classroom and Teachers' Approaches to Them

Discovering Hyperactive Actions of Students in Classroom and Teachers' Approaches to Them

The High Rates of Comorbidity among Neurodevelopmental Disorders: Reconsidering the Clinical Utility of Distinct Diagnostic Categories

Increasing Concentration of Attention Deficit Hyperactivity Disorder (ADHD) Students Through Gamification Learning Media in Indonesian Inclusion Elementary School

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