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1.
Research suggests that a childhood diagnosis of Autism Spectrum Disorder (ASD) or Attention Deficit Hyperactivity Disorder (ADHD) is associated with poorer teacher–child relationship quality and higher rates of externalising behaviours. It is proposed that the socio-emotional problems experienced by those children with ASD and/or ADHD lead to poor teacher–child relationship quality and an increase in externalising behaviours. It is also proposed that self-regulation skills and language ability may mediate these relationships. Data from the Longitudinal Study of Australian Children (LSAC) from 5107 participants whose ages ranged from 2 to 3, 6 to 7 and 10 to 11 years were used for these analyses. Outcome variables were teacher–child relationship quality and externalising behaviours. There were direct effects between ADHD/ASD and externalising behaviours (SDQ). Externalising behaviours were also fully mediated by self-regulation. All other models showed significant partial mediation. Findings suggest that language was not significantly related to either outcome variable. These results support the conclusion that self-regulation is a protective factor for those diagnosed with ASD and other disorders with associated socio-emotional problems such as ADHD. Results also suggest that a focus on self-regulation skills in educational programs has the potential to improve socio-relational outcomes for all children with socio-emotional difficulties. 相似文献
2.
Sarah C. Wood 《Roeper Review》2013,35(3):194-204
This exploratory study considered the perceptions of parents and teachers regarding behaviors exhibited by gifted students who may have attention deficit hyperactivity disorder (ADHD) by examining their responses to the Conners 3 behavior rating scale. Statistical analysis revealed average scores in the ratings of parents and teachers in the areas of inattention, hyperactivity/impulsivity, executive functioning, and learning problems. Parent and teacher ratings of these students were not significantly correlated nor were there significant differences between parents and teachers on ratings of students. The need for further examination of the psychometric properties and appropriate use of the Conners 3 in diagnosis of twice-exceptional students, the need for normative data on gifted populations for the Conners 3, and a greater understanding of the differential display of ADHD in the gifted population were suggested. 相似文献
3.
Christiana Butera Priscilla Ring John Sideris Aditya Jayashankar Emily Kilroy Laura Harrison Sharon Cermak Lisa Aziz‐Zadeh 《Mind, Brain, and Education》2020,14(3):243-254
Difficulty processing sensory information may impede progress in school for students with autism spectrum disorder (ASD). We explore the relationship between sensory processing and school performance in 26 high‐functioning youths with ASD and 26 controls (age 8–14) using measures of sensory, social, cognitive, and academic functioning. In the ASD group, bivariate Pearson correlations indicated a significant positive relationship between intelligence quotient (IQ) and the School Competence Scale (SCS) of the Child Behavior Checklist (CBCL), and a significant negative relationship between Dunn's Sensory Processing Framework and SCS scores. Final hierarchical multiple linear regression model accounting for SCS scores in ASD included IQ, ADHD symptoms, and sensory features. An interaction between increased sensory sensitivity with reduced sensory avoidance behaviors explained the greatest amount of variance in SCS, meaning school performance is lowest for children with greater hypersensitivity and fewer avoidance behaviors. Results indicate a strong impact of sensory processing on school performance in ASD. 相似文献
4.
Limeng Liang 《International Journal of Disability, Development & Education》2016,63(3):369-383
This article reports on a mixed-method inquiry into pre-service and in-service secondary school teachers’ knowledge about Attention-deficit Hyperactivity Disorder (ADHD) and attitudes toward students with this disorder in Hong Kong. The inquiry revealed no differences between pre-service and in-service secondary school teachers concerning their knowledge of ADHD and attitudes toward students with ADHD. It also identified possible sources of participants’ knowledge and a variety of factors underlying their attitudes toward students with ADHD including sociocultural beliefs and working conditions. The findings call for teacher educators to develop better education programmes to support both pre-service and in-service teachers in undertaking the challenging task of teaching students with ADHD. 相似文献
5.
Ronald A. Beghetto 《Clearing house (Menasha, Wis.)》2013,86(1):21-25
The incidence of Autism Spectrum Disorder (ASD) is increasing in the United States. The rate of diagnosis, combined with the trend towards more inclusive classrooms, means that general education teachers will most likely be teaching some students with ASD. In their teacher preparation course in special education, pre-service teachers learned about characteristics of students with ASD by reading literature with positive portrayals of individuals with ASD. In conjunction, pre-service teachers received instruction on teaching strategies to use in the classroom for students with ASD. By combining good literature with instruction in inclusive teaching practices, teacher educators can model the use of disability literature in the classroom to the benefit of all students. 相似文献
6.
The authors focused on analyzing (a) peer acceptance and peer rejection of typically developing students, students with attention deficit hyperactivity disorder (ADHD), and students with autism spectrum disorder (ASD) in general secondary education; (b) attitudes of general secondary-aged students toward peers with ADHD and ASD; and (c) the relationship between peer acceptance/rejection and students' attitudes. A cross-sectional study was performed (n = 437 typically developing students, n = 28 students with ADHD/ASD; range = 12–15 years old). Students were asked to indicate with whom they prefer to hang out or preferably not want to hang out (peer acceptance and peer rejection). Attitudes were assessed using the Attitude Survey Toward Inclusive Education. Multilevel analysis showed significant differences between students with ADHD and ASD and typically developing peers on peer acceptance and higher on peer rejection. Second, typically developing peers showed neutral attitudes toward peers with ADHD or ASD. Third, the results showed that students' rejection and attitudes of peers significantly relate to each other. 相似文献
7.
8.
David Granot 《Emotional and Behavioural Difficulties》2016,21(4):416-432
The present study explores the extent to which maternal attachment and teacher–student attachment-like relationships explain the socioemotional adaptation of students with disabilities. Participants consisted of 65 dyads of homeroom teachers and their students (from a middle-to-low-class area in Northern Israel) with learning disabilities (LD), attention deficit hyperactivity disorder (ADHD), and LD/ADHD-co-morbidity (mean age = 10.9). Students were assessed based on the maternal attachment security scale (ASS) and the appraisal of the teacher as a secure base scale. Homeroom teachers completed the student-teacher security scale. Third-party teachers reported on students’ school adaptation. Results indicated that beyond the disability factor, secure teacher-student relationships reduced the students’ externalising problem behaviours and improved student learning proficiencies that are considered to be affected by the adequacy of executive functioning. Additionally, maternal attachment reduced internalising problem behaviours. Implications for the protective role of teachers of students with disabilities and for research on teacher–student relationship quality are discussed. 相似文献
9.
Caroline Couture Egide Royer Franc¸ois A. Dupuis Pierre Potvin 《Emotional and Behavioural Difficulties》2013,18(4):284-302
Abstract This study compares belief patterns of teachers from Quebec and Britain about attention deficit hyperactivity disorder (ADHD). It also compares teacher training in ADHD in both countries, as well as their experience with students who have this disorder. The results indicate that: (1) teacher belief patterns about ADHD in Quebec and Britain are different, although teachers from both countries have predominant beliefs about ADHD that are of an allopathic medical nature; (2) British teachers have received less information on ADHD in their initial training than Quebec teachers; and (3) British teachers are contacted more often than Quebec teachers by doctors when they have a youngster using medication to treat ADHD in their classroom. Results are discussed from a sociological and an educational perspective. 相似文献
10.
Jakob Åsberg Annika Dahlgren Sandberg 《Journal of Research in Special Educational Needs》2010,10(2):91-98
Many students with autism spectrum disorders (ASD) demonstrate comprehension difficulties. In the present study, 12 high‐functioning Swedish students with ASD (aged 10–15 years) took part in a naturalistic classroom‐based intervention to support comprehension of connected narrative discourse. An effective approach for supporting discourse comprehension in children with ASD was assumed to include: (i) providing teachers and students with a shared and explicit set of concepts for talking and thinking about the activity of comprehension, that (ii) can structure the child's discourse comprehension under scaffolding and modelling from the teacher. In the pre‐testing session, the students with ASD presented with poor discourse comprehension but receptive vocabulary and reading decoding skills close to normative performance. Post‐intervention test results, following 4 weeks of training, indicated specific and significant improvements in discourse comprehension. Support for the potential of this type of teaching was also obtained from teachers and students. The teachers reported that they would continue to use the same or similar comprehension instruction for 11 out of 12 students, and for multiple reasons, and students were also mostly positive to the training. Implications for practice and further research are discussed, as are limitations of the study. 相似文献
11.
Elementary school teachers often implement classroom behavioral management systems to address student misbehavior. Common problems targeted by these systems are the inattentive, hyperactive, and impulsive behaviors characteristic of attention‐deficit/hyperactivity disorder (ADHD). This study examined teachers' attributions for why children display ADHD behaviors, and how such attributions affect their experiences with children in the context of interventions to manage these behaviors. Participants were 32 preservice teachers undertaking a practicum in a summer program for 137 children (Grades 1–3), some of whom had ADHD. Teachers were trained to implement classroom‐wide behavioral management. Teachers' attributions for children's ADHD behaviors were assessed using a vignette measure, before teachers had met their students or begun training on intervention techniques. When controlling for attributions regarding oppositional behavior, teachers' initial attributions for ADHD behaviors as less internal/controllable predicted children reporting more positive relationships with that teacher during the summer program. Teachers' initial attributions for ADHD behaviors as less stable predicted teachers' greater satisfaction with the intervention techniques during the summer program and their greater attunement to children's social networks. Cognitions about the causes of children's ADHD behaviors held by preservice teachers may relate to their subsequent experiences with children in the context of implementing classroom behavioral management. 相似文献
12.
Thyge Tegtmejer 《Emotional and Behavioural Difficulties》2019,24(3):239-253
ABSTRACTThis study scrutinizes strategies that teachers deploy when confronted by behaviour related to the diagnosis of attention-deficit/hyperactivity disorder (ADHD). Over two years, ethnographic fieldwork was conducted in two inclusive classrooms in Denmark, and all instances of teacher initiatives addressing ADHD-related classroom behaviour were recorded. Six basic strategies recurred across teachers and classrooms. To maintain the instructional flow with the rest of the students and not continually stop, the strategy of ignoring the disruptive conduct of a diagnosed child is often used. This strategy has not previously been explored in classroom research on ADHD. This is probably because previous research has primarily focused on the singular child and the singular teacher, thus leaving the whole-class interplay and complex orientations of teachers unexplored. 相似文献
13.
Magdalena M. Apanasionok Richard P. Hastings Corinna F. Grindle Richard C. Watkins Andreas Paris 《科学教学研究杂志》2019,56(7):847-880
A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self-directed learning and two on comprehension-based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted. 相似文献
14.
Hinke Endedijk Eddie Denessen Angélique W. Hendriks 《Learning and individual differences》2011,21(6):765-770
Despite the fact that homework forms an important cornerstone of student development, many students fail to capitalize on the long-term benefits of doing homework. Several executive skills, including cognitive flexibility, monitoring and planning are suggested as prerequisites for the completion of homework. It follows that homework difficulties may relate to such executive functions. A group of particular interest in this respect is students with Autism Spectrum Disorder (ASD), as they are known to suffer from executive dysfunction. The present study examines the extent to which differences in homework difficulties of seventh and eighth grade students with (N = 100) and without ASD (N = 86) may relate to their level of executive functioning. Homework difficulties were examined with student and parent versions of the Homework Difficulties Questionnaire (HDQ) and executive functioning was examined with the Behaviour Rating Inventory of Executive Functioning (BRIEF). In contrast to students with ASD themselves, parents of students with ASD perceived their children to suffer from more homework problems than students without ASD. For both groups, the level of executive functioning was related to the degree of homework difficulty experienced. 相似文献
15.
Eileen G. Merritt Jennie Chiu Erin Peters-Burton Randy Bell 《Research in Science Education》2018,48(6):1321-1337
The Next-Generation Science Standards (NGSS) challenge primary teachers and students to work and think like scientists and engineers as they strive to understand complex concepts. Teachers and teacher educators can leverage what is already known about inquiry teaching as they plan instruction to help students meet the new standards. This cross-case analysis of a multiple case study examined teacher practices in the context of a semester-long professional development course for elementary teachers. We reviewed lessons and teacher reflections, examining how kindergarten and first grade teachers incorporated NGSS scientific and engineering practices during inquiry-based instruction. We found that most of the teachers worked with their students on asking questions; planning and carrying out investigations; analyzing and interpreting data, using mathematics and computational thinking; and obtaining, evaluating and communicating information. Teachers faced challenges in supporting students in developing their own questions that could be investigated and using data collection strategies that aligned with students’ development of number sense concepts. Also, some teachers overemphasized the scientific method and lacked clarity in how they elicited and responded to student predictions. Discussion focuses on teacher supports that will be needed as states transition to NGSS. 相似文献
16.
Attention‐Deficit/Hyperactivity Disorder (ADHD) is a common childhood disorder, yet relatively little research has assessed teachers' knowledge of this disorder or how teacher characteristics affect such knowledge. There also is a dearth of research comparing in‐service and preservice teachers' knowledge about ADHD. The aims of this study were (a) to investigate the relationships between various teacher characteristics and teachers' knowledge about ADHD, and (b) to compare perceived and actual ADHD knowledge across in‐service and preservice primary‐school teachers. Participants included 120 primary‐school teachers and 45 final‐year education undergraduates who were asked to complete a questionnaire. Two of the five hypotheses were supported: (a) that knowledge would be significantly correlated with experience in teaching a child with ADHD and (b) that in‐service teachers would obtain higher scores than preservice teachers on the actual knowledge (about ADHD) questionnaire. Implications stemming from this research include ensuring that teachers receive more training about ADHD and greater exposure to students with ADHD in the classroom. Overall, this study highlighted that deficits in teachers' knowledge about ADHD are common for both in‐service and preservice teachers. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 517–526, 2004. 相似文献
17.
In the context of a trend towards inclusive practice in Irish primary schools, many teachers feel ill-equipped to cope with this new challenge. Scope exists within the Irish education system to transform mainstream schools into autistic spectrum disorder (ASD) friendly environments. Research into teacher perceptions of inclusion has found that teachers’ views impact on how inclusionary practices are implemented. This study utilised semi-structured interviews with six primary school teachers. The data were analysed using interpretative phenomenological analysis (IPA). Findings from this study suggest that the majority of teachers were apprehensive and lacked confidence at the initial prospect of teaching a child with ASD. The majority of the teachers interviewed also described feelings of uncertainty in managing the behaviour of a child with ASD. These findings were analysed in the context of teachers’ perceptions of systemic issues such as lack of access to resources, support and training in ASD-specific approaches. 相似文献
18.
Teacher‐to‐teacher consultation (TTC) is an extension of standard behavioral consultation that seeks to transfer an established and effective intervention across a grade‐level transition by including teachers from both grade levels as conjoint consultees at the beginning of the second school year. The purpose of the current study was to determine if TTC could facilitate the maintenance of previous intervention‐level behavioral functioning across a grade‐level transition for three students with attention‐deficit/hyperactivity disorder (ADHD). A multiple baseline, multiple probe design was employed. Results indicated that the TTC procedure was able to maintain the behavioral gains made during Year 1, across a grade‐level transition into Year 2. Additionally, acceptability data demonstrated that both teachers and students found the procedure and resultant interventions acceptable. 相似文献
19.
Autism spectrum disorder (ASD) refers to several conditions that share the feature of persistent social impairment. The rate of ASD diagnosis has climbed to one in 88 (CDC, 2012), and increasing numbers of individuals with ASD attend college. College students with ASD may share academic challenges related to critical thinking, executive functioning, and classroom anxiety. These challenges can manifest in the classroom, and there are a number of simple strategies for instructors that directly address characteristics of ASD. These strategies are not just good for students on the spectrum, but they can benefit other learners as well. 相似文献
20.
María Cristina Cardona Moltó 《欧洲特需教育杂志》2013,28(1):115-117
The current paper reports on the outcome of an ongoing action research project at a school for higher-functioning students with Autism Spectrum Disorder (ASD) in Sweden. The overall aim of the study was to develop and evaluate a questionnaire that captures social and individual aspects of classroom learning suitable for use with students with ASD. Interview data is presented on the perceived utility of the questionnaire for understanding and planning classroom instruction for the children with ASD through the eyes of the students’ teachers and their parents, as assessed during an Individual Education Plan meeting. Further, teacher ratings obtained by means of the instrument were found to differentiate a group of students with ASD (n = 10) from a group of typically developing children matched with regard to grade year, word reading ability and receptive vocabulary (n = 10). Implications and future directions are discussed, as are limitations of this pilot study. 相似文献