Strategies for Children with ADHD

EDUC Research Review Forms – Student Name

Research Review Forms Template

Research Review Form #1

· Your Topic of Research

Effective Inclusive Strategies for Children with Attention Deficit Hyperactivity Disorder (ADHD)

· Current APA Reference

Moore, D.A., Russell, A.E., Arnell, S. & Ford, T.J. (2017). Educators’ experiences of managing students with ADHD: A qualitative study. Child: Care, Health and Development, 43(4), 489-498.

· Type of Research

Qualitative study – Survey research

· Independent and Dependent Variables or Phenomenon/Variable of Interest

The study focused on examining the experiences and practices of educators in managing children with ADHD.

ADHD is defined as a developmental disorder characterized by prevalent and unsuitable levels of inattention, impulsivity, and hyperactivity.

The management of students with ADHD refers to how educators respond to such children in the classroom and barriers/facilitators to these responses.

· Research Question(s) and/or Hypothesis(es)

Two research questions are stated:

(a) “How do educators respond to ADHD in the classroom?” and

(b) “What are the barriers and facilitators to these responses?” (p. 490). It is implied that the researchers believe that educators adopt different respond strategies to manage children with ADHD in the classroom. It is implied that educators’ responses are influenced by some barriers and facilitators.

· Sample

The subjects were 42 school practitioners (32 females, 10 males) working with children or young people in nine schools in South West of the UK. The purposive samples was identified through contacting schools via direct email or through a newsletter.

· Methodology

Instruments:

Thematic analysis was used to examine emerging themes and patterns in the data. As stated, thematic analysis is a flexible qualitative data analysis method used to identify and organize codes into patterns of shared meaning (Braun & Clarke, 2006).

· Results

Results and Conclusions/Primary Findings:

The qualitative survey research suggested that educators employ a wide range general, inclusive strategies to assist learners with ADHD to cope in school instead of ADHD-specific interventions and withdrawal from classrooms. General, inclusive strategies focus on the individual needs and deficit skills of children with ADHD. As a result, these studies do not consider the effect of the school context on ADHD impairments. While the strategies are adopted used in a flexible and ad hoc manner, they are important in enhancing the abilities of these children to access curriculum and cope with school instead of treating ADHD symptoms. Some of the facilitators to these general, inclusive strategies include labeling, relationships, and medications while stigmatization and negative perceptions of ADHD are barriers to educators’ responses. However, educators do not use evidence-based interventions in managing ADHD in the classroom, which is a major gap and implication for future studies.

· Data Analysis

Thematic analysis starts with coding features of data based on meanings. These features of data are then organized into patterns of shared meanings to generate tentative themes and subthemes. As evident in the study, the themes and subthemes are then reviewed to ensure they fit appropriately to each themes before final broad concepts are created.

· Limitations

Limitations are discussed. The study findings have limited generalizability since it was carried out in a small geographical area. The small sample used by the researcher is small and may not be representative of the target population.

· Quotes

“Labelling, medication and relationships were seen to support children with ADHD in some situations;…” (p.495).

“Educators report using a range of inclusive strategies with their students with ADHD that are rarely focused on the improvement of the core symptoms of the disorder or changing the context of the classroom” (p.496).

· Ideas

This demonstrates the inclusive strategies that I intend to examine in my study to determine what is effective in managing children with ADHD in the classroom.

· New References to Examine

Furtick, K. C. (2010). Successful strategies used with ADHD students: is an ADHD classroom a possibility? [PhD Thesis]. Capella University.

Nowacek, E.J. & Mamlin, N. (2007). General education teachers and students with ADHD: what modifications are made? Preventing School Failure, 51, 28-35.

Research Review Form #2

· Current APA Reference

Ringer, N. (2020). Living with ADHD: A meta-synthesis review of qualitative research on children’s experiences and understanding of their ADHD. International Journal of Disability, Development and Education, 67(2), 208-224.

· Type of Research

Qualitative meta-synthesis of qualitative studies.

· Independent and Dependent Variables or Variable of Interest (if applicable)

The study focused on examining the everyday life experiences and perceptions of children and adolescents with ADHD.

ADHD is defined as a developmental disorder characterized with extreme difficulties in maintaining attention as well as extreme impulsivity and hyperactivity.

· Research Question(s) and/or Hypothesis(es)

One research question is implied: “How do children and adolescents with ADHD experience and understanding their condition?” It is implied that knowledge on the experiences of children and young people suffering from the condition would help improve the interventions adopted within and outside the classroom setting.

· Sample

A total of 16 published studies (12 peer-reviewed articles) and unpublished studies (four doctoral dissertations) were reviewed.

· Methodology

Instruments:

The qualitative meta-synthesis technique developed by Sandelowski and Barroso (2007) was used for critical appraisal of the 16 studies.

· Results

Results and Conclusions/Primary Findings

Children and young people with ADHD experience cognitions, behaviors, and emotions associated with the condition as external factors. They do not relate these experiences to their intentions or will, but to the condition. As a result, they have a feeling of disconnect between the self and their own behaviors. While a social support system (including peers, family, and teachers) may be a source of help, it contributes to manifestation of the condition by acting as a source of demands. These children and young people feel disconnected from others because of lack of a sense of belonging and stigmatization.

· Data Analysis

Thematic analysis involving the creation of a cross-study tabular to display broad aspects and themes was employed. It involved summarizing study characteristics, comparison of the studies, and search for patterns of shared meanings. This demonstrates that thematic analysis can be employed in critical appraisal of studies.

· Limitations

Limitations are discussed. The study findings could be characterized by researcher bias since the appraisal involved reinterpretation of data that has undergone initial interpretation. The study did not consider the place and time in which the initial researches were conducted. Assessment of methodological quality was not conducted.

· Quotes

“There is relatively strong consensus in the scientific community that ADHD is biological in nature” (p.209).

“Knowledge regarding children’s and adolescents’ everyday experiences of Attention Deficit Hyperactivity Disorder (ADHD) and their understanding of these experiences is valuable for the further development of interventions” (p.208).

· Ideas

This research demonstrates the significance of considering the individual experiences and perceptions of ADHD among children/young people suffering from the condition in developing interventions. This is essential towards identifying effective inclusive strategies for these children.

· New References to Examine

Identify any resources cited in the article that may be useful to find and read.

Daley, D., Van, O., Ferrin, M., Danckaerts, M., Doepfner, M., Cortese, S., & Sonuga-Barke, E. (2014). Review: Behavioral interventions in attention-deficit/hyperactivity disorder: A meta-analysis of randomized controlled trials across multiple outcome domains. Journal of the American Academy of Child & Adolescent Psychiatry, 53, 835–847.

Research Review Form #3

· Current APA Reference

Braude, S. & Dwarika, V. (2020). Teachers’ experiences of supporting learners with attention-deficit hyperactivity disorder: Lessons for professional development of teachers. South African Journal of Childhood Education, 10(1), 1-10.

· Type of Research

Qualitative interpretative research.

· Independent and Dependent Variables or Variable of Interest (if applicable)

The study focused on examining teachers’ understanding of ADHD and their experiences in supporting students with this condition.

· Research Question(s) and/or Hypothesis(es)

One research question is implied: “What professional development lessons can be drawn from teachers’ experiences of supporting students with ADHD?” It is implied that teachers are already using strategies in the classroom to support learners with ADHD. It is implied that these experiences can be used to enhance the professional development of teachers.

· Sample

The subjects were seven educators identified from schools in an affluent suburban area in South Africa.

· Methodology

Instruments:

Open-ended interview questions planned around guiding themes or focused areas (Denscombe, 2010; Glense, 2011; Merriam, 2009) was employed for data collection.

· Results

Results and Conclusions/Primary Findings

Teachers seem to have a limited understanding of ADHD. Together with stigmatization of children with ADHD, teachers’ limited understanding of the condition generates a reluctance towards pharmacological treatment. Therefore, enhancing teachers’ understanding, knowledge, and skills to support children with ADHD should be incorporated in educators’ professional development initiatives. Such efforts would help promote the development of evidence-based interventions to support these learners.

· Data Analysis

The interactive model of content thematic analysis suggested by Miles, Huberman & Saldana (2014) was employed for data analysis. After data collection, data reduction and data display was carried out to draw patterns of shared meanings from the interview data.

· Limitations

Limitations are discussed. The study findings have limited generalizability as it was localized and limited in scope. Participants’ responses were limited by time constraints.

· Quotes

“An essential consideration for increasing the effectiveness of school–based support strategies for learners with ADHD is the interconnected relationship between home and school” (p.8).

“Professional development training should also include aspects of accommodations for academic support for learners with ADHD” (p.8).

· Ideas

This demonstrates the research design I plan to use for my study to identify effective inclusive strategies for children with ADHD.

· New References to Examine

Anderson, D.L., Watt, S.E., Noble, W. & Shanley, D.C. (2012). Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD: The role of teaching experience. Psychology in the Schools 49(6), 511–525. https://doi.org/10.1002/pits.21617

Research Review Form #4

· Current APA Reference

Morsink, S., Sonuga-Barke, E., Mies, G., Glorie, N., Lemiere, J., Van der Oord, S. & Danckaerts, M. (2017). What motivates individuals with ADHD? A qualitative analysis from the adolescents’ point of view. European Child & Adolescent Psychiatry, 26, 923-932.

· Type of Research

Qualitative analysis.

· Independent and Dependent Variables or Variable of Interest (if applicable)

The study sought to explore motivational factors among adolescents with ADHD and qualitative differences in motivation based on their own view.

· Research Question(s) and/or Hypothesis(es)

One research question is implied: “What motivates adolescents with ADHD?” It is implied that there are differences in motivation and a range of motivational factors for adolescents with ADHD. It is implied that these differences in motivation should be taken into consideration when developing interventions.

· Sample

Two groups of participants were recruited via purposive sampling. One group of 17 children and adolescents (14 males, 3 females) with an ADHD diagnosis was recruited and the second group comprised 22 (15 males, 7 females) typically developing peers.

· Methodology

Instruments:

The Schedule for Affective Disorders and Schizophrenia for School-Age Children (K-SADS) was employed for confirming ADHD diagnosis in the first group. This instrument has high content validity.

· Results

Results and Conclusions/Primary Findings

There is a wide range of motivational factors affecting children with ADHD beyond what is currently discussed in ADHD research and stated in motivational theories. The behavior of young people with ADHD and without ADHD is largely influenced by similar intrinsic and extrinsic motivational factors. Some motivational factors are specific to individuals with the condition due to differences in passage of time, sense of togetherness, and predictable and familiar tasks. Understanding the wide range of motivational factors is critical to improve current experimental research in ADHD.

· Data Analysis

Inductive thematic analysis (Braun & Clarke, 2006) was employed to help identify the wide range motivating factors from the interview data. Inductive thematic analysis is systematic and progresses in six different stages. These stages help in coding, organizing, and reviewing patterns of shared meanings identified from the data.

· Limitations

Limitations are discussed. First, the study was limited in elaborations of preferences for activities and states. Some of the preferences included in the study may not be linked to what actually motivates individuals with ADHD. Secondly, few study participants suffered from comorbidities. Assessments of cognitive level, symptom severity, and socioeconomic status were not carried out.