Strategies for Children with ADHD Dissertation or Thesis Complete

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EDUC Research Review Forms – Student NameResearch Review Forms TemplateResearch Review Form #1· Your Topic of ResearchEffective Inclusive Strategies for Children with Attention Deficit Hyperactivity Disorder (ADHD)· Current APA ReferenceMoore, 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 ResearchQualitative study – Survey research· Independent and Dependent Variables or Phenomenon/Variable of InterestThe 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.· SampleThe 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.· MethodologyInstruments: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).· ResultsResults 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.

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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 AnalysisThematic 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.· LimitationsLimitations 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).· IdeasThis 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.....

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