Facilitators and Barriers of Teachers’ Use of Effective Classroom Management Strategies for Students with ADHD: A Model Analysis Based on Teachers’ Perspectives

Students with attention-deficit/hyperactivity disorder (ADHD) often experience school-related difficulties. Although evidence-based classroom management strategies (CMS) are known to alleviate such problems, they are rarely implemented. The current study examined whether a path model including varia...

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Autores principales:	Anna Szép, Slava Dantchev, Martina Zemp, Malte Schwinger, Mira-Lynn Chavanon, Hanna Christiansen
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	ADHD classroom management strategies school intervention implementation barriers open science Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
Acceso en línea:	https://doaj.org/article/ac843c46420c402ea9d6f58f301f9d84
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spelling	oai:doaj.org-article:ac843c46420c402ea9d6f58f301f9d842021-11-25T19:04:49ZFacilitators and Barriers of Teachers’ Use of Effective Classroom Management Strategies for Students with ADHD: A Model Analysis Based on Teachers’ Perspectives10.3390/su1322128432071-1050https://doaj.org/article/ac843c46420c402ea9d6f58f301f9d842021-11-01T00:00:00Zhttps://www.mdpi.com/2071-1050/13/22/12843https://doaj.org/toc/2071-1050Students with attention-deficit/hyperactivity disorder (ADHD) often experience school-related difficulties. Although evidence-based classroom management strategies (CMS) are known to alleviate such problems, they are rarely implemented. The current study examined whether a path model including variables influencing the use of effective CMS developed by top-down methods can be replicated utilizing an open science method. An extended model including class size and experience with children with ADHD was also calculated. We further explored prominent implementation barriers. <i>N</i> = 336 in-service teachers completed an online survey. Perceived effectiveness, training on ADHD, perceived disruption, and affiliation with primary/special educational needs schools were important variables associated with the use of CMS. While class size was not correlated with the use of CMS, experience mediated by training revealed an indirect association with it. Class size, lack of time, and many students with disabilities were the most frequently reported implementation barriers. The implementation of effective CMS could thus be mainly enhanced by improving how effectiveness is perceived and by engaging teachers in ADHD-specialized training. Preparing teachers in how to cope with potential barriers should also be considered.Anna SzépSlava DantchevMartina ZempMalte SchwingerMira-Lynn ChavanonHanna ChristiansenMDPI AGarticleADHDclassroom management strategiesschoolinterventionimplementation barriersopen scienceEnvironmental effects of industries and plantsTD194-195Renewable energy sourcesTJ807-830Environmental sciencesGE1-350ENSustainability, Vol 13, Iss 12843, p 12843 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	ADHD classroom management strategies school intervention implementation barriers open science Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
spellingShingle	ADHD classroom management strategies school intervention implementation barriers open science Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 Anna Szép Slava Dantchev Martina Zemp Malte Schwinger Mira-Lynn Chavanon Hanna Christiansen Facilitators and Barriers of Teachers’ Use of Effective Classroom Management Strategies for Students with ADHD: A Model Analysis Based on Teachers’ Perspectives
description	Students with attention-deficit/hyperactivity disorder (ADHD) often experience school-related difficulties. Although evidence-based classroom management strategies (CMS) are known to alleviate such problems, they are rarely implemented. The current study examined whether a path model including variables influencing the use of effective CMS developed by top-down methods can be replicated utilizing an open science method. An extended model including class size and experience with children with ADHD was also calculated. We further explored prominent implementation barriers. <i>N</i> = 336 in-service teachers completed an online survey. Perceived effectiveness, training on ADHD, perceived disruption, and affiliation with primary/special educational needs schools were important variables associated with the use of CMS. While class size was not correlated with the use of CMS, experience mediated by training revealed an indirect association with it. Class size, lack of time, and many students with disabilities were the most frequently reported implementation barriers. The implementation of effective CMS could thus be mainly enhanced by improving how effectiveness is perceived and by engaging teachers in ADHD-specialized training. Preparing teachers in how to cope with potential barriers should also be considered.
format	article
author	Anna Szép Slava Dantchev Martina Zemp Malte Schwinger Mira-Lynn Chavanon Hanna Christiansen
author_facet	Anna Szép Slava Dantchev Martina Zemp Malte Schwinger Mira-Lynn Chavanon Hanna Christiansen
author_sort	Anna Szép
title	Facilitators and Barriers of Teachers’ Use of Effective Classroom Management Strategies for Students with ADHD: A Model Analysis Based on Teachers’ Perspectives
title_short	Facilitators and Barriers of Teachers’ Use of Effective Classroom Management Strategies for Students with ADHD: A Model Analysis Based on Teachers’ Perspectives
title_full	Facilitators and Barriers of Teachers’ Use of Effective Classroom Management Strategies for Students with ADHD: A Model Analysis Based on Teachers’ Perspectives
title_fullStr	Facilitators and Barriers of Teachers’ Use of Effective Classroom Management Strategies for Students with ADHD: A Model Analysis Based on Teachers’ Perspectives
title_full_unstemmed	Facilitators and Barriers of Teachers’ Use of Effective Classroom Management Strategies for Students with ADHD: A Model Analysis Based on Teachers’ Perspectives
title_sort	facilitators and barriers of teachers’ use of effective classroom management strategies for students with adhd: a model analysis based on teachers’ perspectives
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/ac843c46420c402ea9d6f58f301f9d84
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Facilitators and Barriers of Teachers’ Use of Effective Classroom Management Strategies for Students with ADHD: A Model Analysis Based on Teachers’ Perspectives

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