Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Perceived Effectiveness of Classroom Management Interventions with Attention Deficit/Hyperactivity Disorder

  • Darlene Desbrow, Ph.D (Author) United States University image/svg+xml
    Dr. Darlene Desbrow is a special education teacher in the Los Alamitos Unified School District located in Orange County, California. She also works as an on-line professor of education for United States University located in Chula Vista, California. Dr. Desbrow has over 20 years of experience working with mild to moderate learning disabled students at the elementary and middle school levels. She has recently earned AASEP Board Certification in Special Education and is passionate about the importance of continued growth and improvement within the field of special education.
DOI
https://doi.org/10.64546/jaasep.409
Abstract
Many teachers are concerned about their ability to work effectively with students who have a diagnosis of attention deficit/hyperactivity disorder (ADHD). The purpose of this quantitative descriptive study was to determine the perceived efficacy of common interventions used to address negative ADHD behaviors in the elementary and middle school classrooms. The research questions investigated teachers’ perceptions of the efficacy of the interventions, and the relationship between the interventions perceived as efficacious and teacher demographics. The data collection instrument was a researcher-designed survey that provided primarily quantitative data collected from 97 voluntary participants from two middle schools and four elementary schools. Spearman’s Rho findings indicate a correlation between perceived efficacy of interventions and teacher’s grade level taught and years of experience. Friedman’s test indicated the intervention perceived most efficacious depended on the negative ADHD behavior presented.
Keywords
Attention Deficit Hyperactivity Disorder, Classroom Techniques, Correlation, Elementary School Students, Elementary School Teachers, Inclusion
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How to Cite
Desbrow, D. (2019). Perceived Effectiveness of Classroom Management Interventions with Attention Deficit/Hyperactivity Disorder. Journal of the American Academy of Special Education Professionals, 14(3), 106-124. https://doi.org/10.64546/jaasep.409

Fall 2019

Article Information

  • Article Type Articles
  • Submitted August 23, 2019
  • Published October 15, 2019
  • Issue Fall 2019
  • Section Articles
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