Unknown, Unloved? Teachers’ Reported Use and Effectiveness of Classroom Management Strategies for Students with Symptoms of ADHD

Background Effectiveness studies indicate various classroom management strategies (CMSs) that are helpful for students with attention-deficit/hyperactivity disorder (ADHD), but little is known about teachers’ experiences with these CMSs in school practice. Objective This study examined primary and secondary school teachers’ reported frequency of use and the perceived effectiveness of evidence-based CMSs for students with symptoms of ADHD. Method Dutch primary (n = 89) and secondary (n = 51) school teachers completed a survey in which they reported how often they use and how effective they experience several CMSs for students with ADHD symptoms. The frequency of use of CMSs was also rated for typically developing (TD) students. Results Teachers reported applying antecedent-based CMSs most often and self-regulation CMSs least often, which was in accordance with the perceived effectiveness of these types of CMSs. Primary school teachers applied antecedent-based CMSs more often for students with ADHD symptoms than for TD students, whereas secondary school teachers did not adapt their use of CMSs especially for such students. Secondary school teachers with a more positive attitude towards ADHD reported that they use CMSs more frequently for students with ADHD symptoms. Other teacher characteristics did not play a significant role. Conclusion Teachers’ reported frequency of use and the perceived effectiveness of CMSs for students with ADHD symptoms do not conform to evidence-based effectiveness. Regarding the use of CMSs, secondary school teachers generally do not provide additional support for students with ADHD symptoms. These findings have important implications for the provision of adequate teacher training

The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder:A Meta-Analytic Review

Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit problem behavior in class, which teachers often struggle to manage due to a lack of knowledge and skills to use classroom management strategies. The aim of this meta-analytic review was to determine the effectiveness of several types of classroom interventions (antecedent-based, consequence-based, self-regulation, combined) that can be applied by teachers in order to decrease off-task and disruptive classroom behavior in children with symptoms of ADHD. A second aim was to identify potential moderators (classroom setting, type of measure, students' age, gender, intelligence, and medication use). Finally, it was qualitatively explored whether the identified classroom interventions also directly or indirectly affected behavioral and academic outcomes of classmates. Separate meta-analyses were performed on standardized mean differences (SMDs) for 24 within-subjects design (WSD) and 76 single-subject design (SSD) studies. Results showed that classroom interventions reduce off-task and disruptive classroom behavior in children with symptoms of ADHD (WSDs: MSMD = 0.92; SSDs: MSMD = 3.08), with largest effects for consequence-based (WSDs: MSMD = 1.82) and self-regulation interventions (SSDs: MSMD = 3.61). Larger effects were obtained in general education classrooms than in other classroom settings. No reliable conclusions could be formulated about moderating effects of type of measure and students' age, gender, intelligence, and medication use, mainly because of power problems. Finally, classroom interventions appeared to also benefit classmates' behavioral and academic outcomes

Low-frequency noise:Experiences from individuals reporting LFN complaints

Until now, Low-frequency noise (LFN) is hardly recognized as an environmental stressor, and its consequences on daily functioning have been rarely investigated. LFN is predominantly produced by human-made sources, and due to the increasing industrialization, these sources and accordingly the number of LFN complaints is steadily rising. Although the majority of the general population does not consciously perceive LFN, an estimated 2% of the Dutch adult population experiences severe annoyance from its exposure. Individuals sensitive to perceiving LFN in their everyday life report various physical complaints and particularly psychological complaints, such as sleeping difficulties, fatigue and stress, and cognitive difficulties such as difficulties in concentration or so-called executive functions. Yet, it is unclear why some people are more sensitive to and suffer more from LFN than others, and a comprehensive (neuro)psychological investigation in this population is still lacking. During an exploratory study, the demographic and personal characteristics of LFN-sensitive individuals, the perceptions of LFN-sensitive individuals and the reported physical, psychological, and social health-related symptoms and restrictions in daily living were investigated