Assistive learning technologies for learners with ADHD and ASD: – a review 2006-2016

This literature review was a part of a research project investigating how technologies can be utilised to support learners with developmental and attention deficit to be included in mainstream learning contexts.  The review contains research within the field of assistive learning technologies for learners with Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder from 2006 to 2016. The review is conducted, by using systematic and qualitative academically acknowledged literature search methods. Seven categories of technology-based interventions are recognised from current research, where technologies have been used to support: 1) memory disabilities and/or brain training, 2) increasing focusing attention, 3) time and task management, 4) communication, 5) reading, writing, language and literacy skills, 6) changing behaviour and 7) group work and collaboration. The results indicate that the overall findings of the rendered studies present mixed conclusions. The review calls for more research in a mainstream learning context with a universal design for learning approach

An evaluation of constructivism for learners with ADHD: Development of a constructivist pedagogy for special needs

We examine whether constructivist eLearning tools can be used to help learners cope with special educational needs, such as difficulties with attention and concentration. Preliminary work is reported here, in which we seek to determine the reasons why a constructivist approach is difficult for learners with ADHD. This work is intended to lead to recommendations of how learners with ADHD could benefit from constructivist eLearning systems, e.g. through the managed use of multimedia technology. A preliminary model has been developed that illustrates the areas in which constructivist pedagogies need to address the limitations of ADHD learners. Further work will expand this model and eventually test it in a real environment (e.g. in a school with ADHD learners). The outcome will encourage a reconsideration of existing multimedia theories as they relate to learners with special needs, and provide new directions in order to support learners with ADHD

The 7Ms pedagogy model: Instructional design for learners with Attention-Deficit Hyperactivity Disorder

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.This study presents a new framework for designing pedagogy in an informed and controlled way. It considers the importance of progression of pedagogy during a learning episode, so that an instructor can modify the pedagogical approach as well as the content in a lesson. The significance and novelty of this research lie in the proposals to provide support for ADHD learners and assist them to overcome their academic weaknesses/challenges through appropriate pedagogically sound interventions. Therefore, in order to contribute to the development of a suitable pedagogical approach for children who diagnosed with ADHD, issues of having ADHD are discussed within the scope of the research. In this respect, an aetiological model of ADHD has been developed to identify different levels of impairments as well as to clarify areas in which educational pedagogies must address the limitations of ADHD learners. Early stage results described here consider evidence to determine the viability of two literature-based models, named the ‘6Ms pedagogy model’ and the ‘aetiological model of ADHD’. In identifying the need to explore an accurate pedagogical model for ADHD children, two models have been evaluated. The analysis is based on a combination of secondary analysis, qualitative, and quantitative data analysis, which covered data, collected from expert advice, including that from professionals, coaches, and teachers and from those involved in the education of learners with ADHD and parents. Evidence from findings on ADHD is married to a new model of pedagogy named the ‘7Ms pedagogy model’. The ADHD pedagogical model is then evaluated by SEN teachers serves to facilitate well-informed and targeted design decisions about pedagogy, which could provide children with support and help them overcome academic limitations. Keywords: Attention Deficit-Hyperactivity Disorder; 6Ms Pedagogy Model; 7Ms Pedagogy Model; learning theories; aetiological model; typically developing learners (TDLs); and special educational needs (SEN)

Prioritising Targets for School-Based ADHD Interventions: A Delphi Survey

AbstractMany studies have investigated the effectiveness of school-based ADHD interventions at modifying different social, emotional and behavioural target outcomes. However, there is a lack of evidence about which targets stakeholders perceive to be most important. This study sought to obtain consensus on which outcomes are perceived to be most important. A total of 114 people with ADHD, educational professionals, parents of children with ADHD, clinicians and researchers participated in a Delphi survey with 3 rounds. The importance of 52 intervention targets was rated on a scale from 0 to 8 (8 being extremely important). Consensus was reached if &gt;70% of a stakeholder group rated a target as between 6–8 and &lt;15% rated it as 0–2. Targets were dropped from subsequent rounds if more than 50% of stakeholder groups rated it as 0–5. Targets that all four stakeholder groups reached consensus on in any round were automatically included in our final outcome set. Comments were analysed using Thematic Analysis. All four stakeholder groups reached consensus on the importance of seven targets: ability to pay attention, conflict with teachers and peers, executive functioning, global functioning and quality of life, inattention symptoms, organisation skills and self-esteem. Four overarching themes were identified: Complexity of ADHD, Relationships, School Context, and What ADHD means to me. School-based ADHD interventions should target outcomes identified as most important to those who stand to benefit from such interventions. Some outcomes prioritised by our participants have not yet been targeted in school-based ADHD interventions. Implications of our findings for intervention and research design are discussed.</jats:p

Attention Deficit Hyperactivity Disorder (ADHD): identification, assessment, contextual and curricular variability in boys at KS1 and KS2 in mainstream schools.

The concept of Attention Deficit Hyperactivity Disorder (ADHD) in children presents conceptually controversial and practical challenges on several levels. These include the theoretical basis of the disorder, its manifestations in everyday life and identification and assessment procedures. The field has attracted considerable attention from professionals in the areas of education, psychology and health. One of the major areas where ADHD behaviours can present problems is in school settings. The present research derives from, and addresses, English educational perspectives and practices, based in school settings. It was primarily concerned with seeking new insights and generating testable hypotheses concerning incidence, multi-professional identification, assessment and management of the condition and situational variability in ADHD symptoms in schools. The exploratory study was in two related parts. These were undertaken concurrently using a combination of quantitative and qualitative techniques and data gathering methods. Part 1 of the research was based on detailed analyses of data from the first countywide ADHD survey covering all schools in a Local Education Authority in the West Midlands (LEA 1) in 2003. Data pertaining specifically to pupils at key stages 1/2 have been extracted from the 2003 survey data and subjected to further descriptive analyses. Comparisons have been made with findings from five other LEA school surveys in order to obtain a more extensive appraisal of the reported incidence of the disorder. Part 2 adopted a case study approach in which data-gathering techniques included the use of field notes, a range of interviews, analysis of documents and observation. Two classroom observation schedules have been devised and used extensively over a two-year period throughout six individual case studies in schools within LEA 1. The case studies have produced a wide range of unique data on the variability of ADHD symptoms across curricular contexts and over time. The findings and hypotheses generated in the present research have significance for inclusive educational practice, highlighting the importance of multi-professional approaches to the identification and management of ADHD and pedagogical and curricular flexibility in schools. These form part of the Government’s ongoing reform of children’s services as set out in Every Child Matters (DfES, 2003) and Removing Barriers to Achievement (DfES, 2004a)

Teacher perceptions of ADHD causality implication for educational leaders

Students who exhibit behaviors commonly associated with Attention Deficit Hyperactivity Disorder (ADHD) are at risk for academic struggles and impaired relationships, often needing targeted interventions to be successful. While research supports the need for using interventions to improve classroom performance for students impacted by ADHD, it does not show if there is a relationship between the interventions a teacher uses or believes are effective and a teacher's perception of ADHD causality. Therefore, this study examined if there was a relationship. The data showed when a teacher feels something in the student's body is causing symptoms of ADHD, they are more willing to provide school-based supports. The data also showed when a teacher feels the child has more of a choice in their behaviors, the teacher is less likely to provide school-based supports. The data also showed that as the teacher's perception of a biological cause increased, they assumed more responsibility in providing interventions for the student. In addition, as the teacher's perception of an environmental cause increased, they placed increased responsibility on the child's family for interventions. Administrators can best support students impacted by ADHD by being proactive in advocating for stronger family and community partnerships and ensuring school-based interventions are being used with fidelity.Includes bibliographical references

Mainstream inclusion, special challenges; strategies for children with BESD

This study investigated the leadership strategies that are currently being used in mainstream primary and middle schools to effectively include children with behavioural, emotional and social difficulties (BESD). The impact that this inclusion has on other members of the school community was examined, and any strategies in place to ensure that the experience was as positive as possible for all were also considered. Four schools were visited, and interviews carried out with members of the leadership team and support staff working directly with BESD children. The schools had nominated themselves on the basis of their good practice in this area. Although the sample was small, care was taken to ensure the validity of the results and so limited conclusions can be drawn. Schools were generally in agreement regarding the main challenges of including BESD children; namely, disruption to classes, increased stress for staff and impact on other children. However, all had successful strategies in place to combat these, the most effective being where a whole-school approach was taken, with the leadership team clear about their vision for inclusion and leading by example