Teaching assistants' facilitators and barriers to effective practice working with children with ADHD: a qualitative study

Greenway, Charlotte W.; Edwards, Alison Rees

doi:10.1111/1467-8578.12377

Cited by 5 publications

(6 citation statements)

References 26 publications

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“…Similarly, another survey-based study found that general education teachers who had more training in ADHD tended to report greater use of evidence-based behavior management strategies, suggesting training in ADHD as a potential facilitator (Martinussen et al, 2011 ). Additionally, recent qualitative studies examined the experiences of educators in the UK (Moore et al, 2017 ) and teachers’ assistants in Wales (Greenway & Edwards, 2021 ) working with students with ADHD; salient themes across both studies included the importance of positive relationships, and the idea that labeling a child as having ADHD can be both helpful for accessing support as well as stigmatizing. These studies focused on educators’ general experiences working with students with ADHD and not perceptions of evidence-based classroom interventions, highlighting the need for research on educators’ perceptions of barriers and facilitators to using behavioral interventions.…”

Section: Introductionmentioning

confidence: 99%

Barriers and Facilitators to Teachers’ Use of Behavioral Classroom Interventions

Lawson

Mandell

Tavlin

et al. 2022

School Mental Health

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Multi-tiered behavioral classroom interventions are particularly important for students with or at risk for ADHD or other externalizing behaviors. Teachers often use these interventions infrequently or not as designed, and little is known about the barriers and facilitators to their use, especially from the teachers’ perspective. Using an exploratory sequential approach, we first used semi-structured qualitative interviews to identify teacher-reported barriers and facilitators to using three Tier 1 and one Tier 2 behavioral classroom interventions with students with ADHD symptoms (Study 1). Then, we identified which barriers and facilitators were most frequently endorsed on a survey (Study 2). The types of barriers and facilitators that emerged from semi-structured interviews included teachers’ beliefs about behavioral classroom interventions (i.e., about their effectiveness or the consequences of using them) that motivated teachers or reduced their motivation to use them, as well as factors that interfered or assisted with execution in the moment. The most frequently endorsed barriers were being distracted or forgetting due to competing demands, and feeling “stressed, frustrated, or burned out;” frequently endorsed facilitators included having a strong student–teacher relationship and having built the habit of using the intervention. Together, these results identify specific, malleable factors that can be targeted when supporting teachers in using Tier 1 and Tier 2 behavioral classroom interventions for students with ADHD symptoms. Supplementary Information The online version contains supplementary material available at 10.1007/s12310-022-09524-3.

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Section: Introductionmentioning

confidence: 99%

Barriers and Facilitators to Teachers’ Use of Behavioral Classroom Interventions

Lawson

Mandell

Tavlin

et al. 2022

School Mental Health

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“…International research suggests that negative misconceptions are held about ADHD by education professionals (Greenway & Rees Edwards, 2021; Guerra et al., 2017; Moldavsky & Sayal, 2013). Research suggests that the diagnosis increases teachers' negative expectations of the pupil (Batzle et al., 2009; Ohan & Johnston, 2005; Ward et al., 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

‘I have it, so I understand it, I feel it’: The secondary school experiences of adolescent females with ADHD in England

Mansfield,

Soni

2024

Research in Spec Educ Needs

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This research explores how adolescent females who have been diagnosed with attention deficit hyperactivity disorder (ADHD) experience secondary education in England and make sense of their identity. Within schools, responsibility for supporting this population is placed in the hands of teachers, though prior research suggests that teachers feel underconfident in their ability to do so. Informed by a notion from the disability rights movement ‘nothing about us, without us’ (Charlton, Nothing about us without us: disability oppression and empowerment. Berkeley, CA: University of California Press, 2000), this study places the voice of people with ADHD at the centre of research. Using an interpretivist approach, qualitative data was gathered through unstructured interviews with five participants and was analysed using interpretative phenomenological analysis (IPA). Findings suggested that participants' experiences of education and identity formation were shaped by internal cognitive differences in skills relating to executive function (EF) and sensory differences. The implications of social construction of the ADHD label had an impact, both on how participants understood their identities, and how teaching staff were reported to respond to ADHD‐traits which participants felt they had little control over. Participants reported differences in their perceived ability to self‐advocate and described experiences of attempting to adapt their ADHD‐traits to reduce the risk of social or educational sanction in response to their differences.

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“…At the same time, brand preference is shaped by the evaluation and feedback on the formula, either through offline communication or online platforms [41]. Professional advice refers to brand recommendations from health care providers, especially nurses, consultants, or other personnel in hospitals and clinics, who have a significant influence on brand preferences of buyers [42]. Due to the different physical conditions of infants and babies, hospitals will recommend a designated brand of infant formula.…”

Section: Influence Of External Environmental Factors On Brand Prefere...mentioning

confidence: 99%

Consumers’ Brand Preferences for Infant Formula: A Grounded Theory Approach

et al. 2022

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In recent years, the market pattern of infant formula in China has changed dramatically. The market share of domestic infant formula has exceeded that of imports. The essence of the market share change of domestic and foreign brands is the change of consumers’ brand preferences. To explore which factors affected consumers’ brand preferences, our study conducted a qualitative research method based on the grounded theory, through in-depth interviews with 60 mothers in the Beijing-Tianjin-Hebei region, systematically identifying the factors which affect consumers’ brand preferences for infant formula, which allowed us to establish a theoretical model for them. We found that product characteristics and external environmental factors could directly affect the formation of consumers’ brand preferences, or indirectly through the two intermediary factors of buyers and users. In addition, in the consumption of infant formula, buyers and users were separated, and infants, as actual users, were an important factor that could not be ignored in brand preference.

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Teaching assistants' facilitators and barriers to effective practice working with children with ADHD: a qualitative study

Cited by 5 publications

References 26 publications

Barriers and Facilitators to Teachers’ Use of Behavioral Classroom Interventions

Barriers and Facilitators to Teachers’ Use of Behavioral Classroom Interventions

‘I have it, so I understand it, I feel it’: The secondary school experiences of adolescent females with ADHD in England

Consumers’ Brand Preferences for Infant Formula: A Grounded Theory Approach

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