Effects of a Tailored Incredible Years Teacher Classroom Management Programme on On-Task Behaviour of School Children with ADHD in Addis Ababa

2018 ◽  
Vol 21 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Feruz Mohammed
Keyword(s):  
Classroom Management ◽  
Visual Analysis ◽  
Addis Ababa ◽  
Future Research ◽  
Single Subject ◽  
Adhd Symptoms ◽  
Incredible Years ◽  
Post Intervention ◽  
Children With Adhd ◽  
Teacher Classroom

AbstractAttention-Deficit/Hyperactivity Disorder (ADHD) is a persistent pattern of behaviours characterized by inattention, hyperactivity and impulsivity. This study evaluates the effects of a tailored Incredible Years Teacher Classroom Management (IYTCM) programme aimed to improve participating children's on-task behaviour in a group of 6 to 10 year old children with ADHD in Addis Ababa, Ethiopia. The effectiveness of the IYTCM programme has been extensively examined for children with conduct disorder and/or behaviour and emotional issues, but not specifically with children with ADHD. In the present study, the effects of the IYTCM were examined on individual children with ADHD symptoms. Nine children identified with ADHD symptoms on the basis of teacher and parent reports of behaviour and nine normative comparison children were also selected from the same classrooms. Ten teachers received the tailored IYTCM-ADHD training for about 36 hours. A single-subject design was implemented to record the behaviour changes over time: at baseline, during teacher training with the IYTCM-ADHD programme, and at both immediate and long-term follow-ups. In addition to visual analysis, a non-parametric test was used to examine the magnitude of effect in each child. The result of the study indicated that the on-task behaviour of participating children with ADHD increased by the conclusion of the study ranging from 46% to 100%. Visual analysis also indicated that the children's behaviour was maintained during the follow-up phases. The pre- and post-intervention analyses of children with ADHD showed a significant effect of the intervention on each child. In light of the findings, limitations and implications for future research are discussed.

scholarly journals Teachers Reaction to a Tailored Incredible Years Classroom Management Programme for Children with ADHD Symptoms in Addis Ababa

2019 ◽  
Vol 2 (1) ◽  
pp. 58
Author(s):  
Feruz Abdurahman Mohammed
Keyword(s):  
Classroom Management ◽  
Addis Ababa ◽  
Management Programme ◽  
Future Research ◽  
Adhd Symptoms ◽  
Incredible Years ◽  
Children With Adhd ◽  
Persistent Pattern ◽  
Children’S Behaviour ◽  
Teacher Classroom

Attention-Deficit/Hyperactivity Disorder (ADHD) is a persistent pattern of behaviours characterized by inattention, hyperactivity and impulsivity. Teaching children with ADHD is more stressful than teaching children without the disorder. This study examines teachers reaction towards a tailored Incredible Years Teacher Classroom Management programme aimed to enhance classroom management skills of a group of 10 teachers of children with ADHD symptoms in Addis Ababa, Ethiopia. This is the first study to evaluate the Incredible Years Teacher Classroom Management programme in African context. A one-group posttest-only experimental design was implemented. Ten teachers received the tailored Incredible Years Teacher training in a full-day session once a week for six weeks. The teachers drafted intervention plans at each session and implemented the strategies the following weeks in their classrooms. The teachers participated in an individual coaching sessions every week to help with implementation of the learned strategies and assess their level of performance. The teachers completed various structured and semi-structured questionnaires at the end of the intervention. The result of the study indicated that teachers were satisfied with the delivery of the programme; its content and practicality. Teachers reported that they were happy with the effects of the programme on children’s behaviour in the classroom. The teachers also indicated that they would recommend the programme to other colleagues. In light of the findings, teachers’ reaction, limitations and implications for future research were discussed.

Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities

2019 ◽  
Vol 50 (4) ◽  
pp. 693-702 ◽  
Author(s):  
Christine Holyfield ◽  
Sydney Brooks ◽  
Allison Schluterman
Keyword(s):  
Language Learning ◽  
Augmentative And Alternative Communication ◽  
Visual Analysis ◽  
Multiple Disabilities ◽  
Visual Scene ◽  
Future Research ◽  
High Tech ◽  
Single Subject ◽  
Wide Range ◽  
The Difference

Purpose Augmentative and alternative communication (AAC) is an intervention approach that can promote communication and language in children with multiple disabilities who are beginning communicators. While a wide range of AAC technologies are available, little is known about the comparative effects of specific technology options. Given that engagement can be low for beginning communicators with multiple disabilities, the current study provides initial information about the comparative effects of 2 AAC technology options—high-tech visual scene displays (VSDs) and low-tech isolated picture symbols—on engagement. Method Three elementary-age beginning communicators with multiple disabilities participated. The study used a single-subject, alternating treatment design with each technology serving as a condition. Participants interacted with their school speech-language pathologists using each of the 2 technologies across 5 sessions in a block randomized order. Results According to visual analysis and nonoverlap of all pairs calculations, all 3 participants demonstrated more engagement with the high-tech VSDs than the low-tech isolated picture symbols as measured by their seconds of gaze toward each technology option. Despite the difference in engagement observed, there was no clear difference across the 2 conditions in engagement toward the communication partner or use of the AAC. Conclusions Clinicians can consider measuring engagement when evaluating AAC technology options for children with multiple disabilities and should consider evaluating high-tech VSDs as 1 technology option for them. Future research must explore the extent to which differences in engagement to particular AAC technologies result in differences in communication and language learning over time as might be expected.

A Systematic Review of Sleep and Circadian Rhythms in Children with Attention Deficit Hyperactivity Disorder

2021 ◽  
pp. 108705472097855
Author(s):  
Upasana Bondopadhyay ◽  
Unai Diaz-Orueta ◽  
Andrew N. Coogan
Keyword(s):  
Systematic Review ◽  
Circadian Rhythms ◽  
Sleep Disturbances ◽  
Behavioral Outcomes ◽  
Future Research ◽  
Narrative Synthesis ◽  
Adhd Symptoms ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Form Part

Objective: Children and adults with ADHD often report sleep disturbances that may form part of the etiology and/or symptomatology of ADHD. We review the evidence for sleep changes in children with ADHD. Methods: Systematic review with narrative synthesis assessing sleep and circadian function in children aged 5 to 13 years old with a diagnosis of ADHD. Results: 148 studies were included for review, incorporating data from 42,353 children. We found that sleep disturbances in ADHD are common and that they may worsen behavioral outcomes; moreover, sleep interventions may improve ADHD symptoms, and pharmacotherapy for ADHD may impact sleep. Conclusion: Sleep disturbance may represent a clinically important feature of ADHD in children, which might be therapeutically targeted in a useful way. There are a number of important gaps in the literature. We set out a manifesto for future research in the area of sleep, circadian rhythms, and ADHD.

Improving Student Behavior in Middle Schools: Results of a Classroom Management Intervention

2019 ◽  
Vol 21 (4) ◽  
pp. 213-227 ◽  
Author(s):  
Howard P. Wills ◽  
Paul Caldarella ◽  
Benjamin A. Mason ◽  
Amanda Lappin ◽  
Darlene H. Anderson
Keyword(s):  
Middle School ◽  
Classroom Management ◽  
Student Behavior ◽  
Differential Reinforcement ◽  
Future Research ◽  
Individual Student ◽  
Single Subject ◽  
Intervention Teams ◽  
Management Intervention ◽  
Eighth Grade Students

Transitioning from elementary to middle school is a time of particular vulnerability for students with behavior problems. This study examined the effects of class-wide function-related intervention teams (CW-FIT) in three middle school classrooms to determine whether this multitiered intervention could help teachers proactively manage student behavior. With a focus on teaching classroom expectations, delivering behavior-specific praise, and providing differential reinforcement within an interdependent group contingency, CW-FIT is designed to teach functional replacement behaviors that support students’ academic engagement. Intervention effects were assessed with seventh- and eighth-grade students from diverse backgrounds. Results, evaluated using a single-subject withdrawal (ABAB) design, indicated improved rates of on-task behavior at both class-wide and individual student levels, with corresponding increases in teacher praise and decreases in teacher reprimands. The positive way in which participants viewed CW-FIT implementation and its accompanying effects on student behaviors was consistent with earlier findings in elementary schools. Study limitations and areas for future research are discussed.

scholarly journals A Meta-Analysis of the Current State of Evidence of the Incredible Years Teacher-Classroom Management Program

Children ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 24
Author(s):  
Rachel Korest ◽  
John S. Carlson
Keyword(s):  
Classroom Management ◽  
Meta Analysis ◽  
Management Program ◽  
Effect Sizes ◽  
Incredible Years ◽  
Positive Effects ◽  
Current State ◽  
Dosage Study ◽  
Teacher Classroom ◽  
The Incredible Years

This meta-analysis evaluated the current state of evidence and identified potential treatment moderators of the Incredible Years Teacher Classroom Management (IYTCM) program used to reduce externalizing and internalizing behaviors in school-aged children. Inclusion criteria involved published studies between 1984–2018 and examining the effects of IYTCM as a standalone program on teacher and/or child behavioral outcomes. We identified and narratively summarized potential moderators, which included the severity of child behavior, dosage, study design, and reporting methods. Overall, effect sizes revealed IYTCM had moderate positive effects on teachers and small positive effects on children. Narrative summaries indicated larger effect sizes in higher dosage studies and higher risk children. The results align with previous systematic reviews on the Incredible Years Parent Training (IYPT) program but this is the first study to look at the teacher training program. Overall, IYTCM seems to be an effective intervention; however, what components of this program work best, for whom, and under what conditions require further empirical investigation.

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