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ADHD and Related Problems in the Classroom: Perspectives for Sustainability
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ADHD and Related Problems in the Classroom: Perspectives for Sustainability

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 December 2021) | Viewed by 72970

Special Issue Editors

Prof. Dr. Hanna Christiansen

E-Mail Website
Guest Editor
Department of Psychology, Marburg University, 35037 Marburg, Germany
Interests: children of parents with a mental illness; ADHD
Prof. Dr. Malte Schwinger

E-Mail Website
Guest Editor
Department of Psychology, Marburg University, 35037 Marburg, Germany
Interests: learning and achievement motivation; goal orientation, motivation regulation; self-concept; self-handicapping; school inclusion; person-centered analyses

Special Issue Information

Dear Colleagues,

Attention deficit/hyperactivity disorder (ADHD) with the core symptoms of inattention, hyperactivity, and impulsivity that present cross-situationally (i.e., at home and at school) before the age of 6 (ICD-10) or 12 years (DSM-5) affects about 3% to 5% of children and is associated with significant problems at school (e.g., learning problems, peer-problems). On average, 2 to 3 children with ADHD are present in every classroom who exhibit such symptoms with the associated problems. To date, ADHD is typically treated with psychostimulants that reduce the core symptoms and result in less disturbing classroom behavior. However, not every child responds to psychostimulants or other medication, and effects typically decline when treatment is terminated. Behavioral interventions, on the other hand, result in overall smaller effects and take longer to show effects but are more sustainable. Classroom-based interventions have been associated with large effects reducing disruptive behavior. As cross-situational impairment is a core symptom criterion, it might be beneficial to focus on areas of life where impairment according to ADHD is largest. As such, classroom-based interventions might augment individual treatments with psychostimulants and/or behavior interventions. However, the two fields of research, i.e., clinical psychology/psychiatry and education, are currently not connected very well. As such, the current Special Issue a) focuses on novel approaches that target problems associated with ADHD in classroom settings; b) seeks to collect manuscripts of high quality from different perspectives of science that target ADHD and associated problems (e.g., comorbid disorders such as conduct disorder, oppositional defiant disorder, impairments in reading, writing, and math) in classroom or comparable settings; c) aims to identify potentials for effective and sustainable reductions in impairment across different disciplines. The issue will thus relate to work in the field of clinical psychology/psychiatry that targets interventions, comorbid disorders, and associated problems as well as to other fields of science, such as educational psychology, which focus on classroom-based interventions and peer relations.

Prof. Dr. Hanna Christiansen
Prof. Dr. Malte Schwinger
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • ADHD
  • learning difficulties
  • classroom
  • school
  • intervention

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Published Papers (8 papers)

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Research

12 pages, 270 KiB  
Article
Effective but Not Feasible—What Support Staff in All-Day Primary Schools Think of Pedagogical Interventions with Regard to Children with ADHD
by Holger Domsch, Martina Ruhmland and Ilka Lissmann
Sustainability 2022, 14(3), 1393; https://doi.org/10.3390/su14031393 - 26 Jan 2022
Cited by 2 | Viewed by 2471
Abstract
Children with attention deficit/hyperactivity disorder (ADHD) are faced with multiple challenges both in the classroom and in the homework situation. While there are many studies on pedagogical interventions by teachers in the classroom, this is hardly the case when it comes to support [...] Read more.
Children with attention deficit/hyperactivity disorder (ADHD) are faced with multiple challenges both in the classroom and in the homework situation. While there are many studies on pedagogical interventions by teachers in the classroom, this is hardly the case when it comes to support staff in after-school homework supervision. In this study, 196 support staff with different qualifications were asked not only about their knowledge of ADHD, their subjective level of stress, and whether they felt trained enough to work with children with ADHD, but also to assess the effectiveness and feasibility of 25 interventions in homework supervision. Overall, the respondents rated effectiveness higher than feasibility. Higher qualifications, greater knowledge, and better preparation went hand in hand with higher ratings of effectiveness. The more stressed the support staff feel themselves to be, the less feasible they rate the measures. The results underline the necessity of employing well-trained pedagogical staff to supervise children with ADHD. A number of interventions can be identified that the support staff deem to be both effective and feasible, and that promise a high level of implementation in practice. At the same time, more attention should be given to potential obstacles to using recommended measures in training and further education. Full article
(This article belongs to the Special Issue ADHD and Related Problems in the Classroom: Perspectives for Sustainability)
17 pages, 1001 KiB  
Article
Facilitators and Barriers of Teachers’ Use of Effective Classroom Management Strategies for Students with ADHD: A Model Analysis Based on Teachers’ Perspectives
by Anna Szép, Slava Dantchev, Martina Zemp, Malte Schwinger, Mira-Lynn Chavanon and Hanna Christiansen
Sustainability 2021, 13(22), 12843; https://doi.org/10.3390/su132212843 - 19 Nov 2021
Cited by 5 | Viewed by 9898
Abstract
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 [...] Read more.
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. N = 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. Full article
(This article belongs to the Special Issue ADHD and Related Problems in the Classroom: Perspectives for Sustainability)
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15 pages, 873 KiB  
Article
Cognitive Profiles in the WISC-V of Children with ADHD and Specific Learning Disorders
by Angelika Becker, Monika Daseking and Julia Kerner auch Koerner
Sustainability 2021, 13(17), 9948; https://doi.org/10.3390/su13179948 - 4 Sep 2021
Cited by 8 | Viewed by 31612
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) has a high comorbidity with specific learning disorders (SLD). Children with ADHD and children with SLD show specific cognitive deficits. This study aims to examine similarities and differences between cognitive profiles of children with ADHD + SLD, children [...] Read more.
Attention Deficit Hyperactivity Disorder (ADHD) has a high comorbidity with specific learning disorders (SLD). Children with ADHD and children with SLD show specific cognitive deficits. This study aims to examine similarities and differences between cognitive profiles of children with ADHD + SLD, children with SLD only, and a control group to find out whether specific or shared deficits can be identified for the groups. We compared the WISC-V profiles of 62 children with ADHD and SLD (19 girls, M-age = 10.44; SD = 2.44), 35 children with SLD (13 girls, M-age = 10.21; SD = 2.11) and 62 control children without ADHD or SLD (19 girls, M-age = 10.42; SD = 2.39). The ADHD + SLD group performed worse than the control group in the WISC-V indices WMI, PSI, FSIQ, AWMI, CPI and worse than the SLD group in these indices and the VCI, NVI and GAI. Therefore, compared to children with SLD, children with ADHD + SLD did not show specific impairments in any particular cognitive domain but rather non-specific impairment in almost all indices. Hence, the WISC-V is suited to depict the cognitive strength and weaknesses of an individual child as a basis for targeted intervention. Full article
(This article belongs to the Special Issue ADHD and Related Problems in the Classroom: Perspectives for Sustainability)
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17 pages, 358 KiB  
Article
Gender Differences in the Comorbidity of ADHD Symptoms and Specific Learning Disorders in a Population-Based Sample
by Julia Kerner auch Koerner, Linda Visser, Josefine Rothe, Gerd Schulte-Körne and Marcus Hasselhorn
Sustainability 2021, 13(15), 8440; https://doi.org/10.3390/su13158440 - 28 Jul 2021
Cited by 6 | Viewed by 4907
Abstract
Children with attention deficit hyperactivity disorder (ADHD) often exhibit comorbid specific learning disorders. In clinical samples, comorbidity in girls with ADHD tends to be more common than in boys with ADHD. However, this is not the case in studies of random samples. In [...] Read more.
Children with attention deficit hyperactivity disorder (ADHD) often exhibit comorbid specific learning disorders. In clinical samples, comorbidity in girls with ADHD tends to be more common than in boys with ADHD. However, this is not the case in studies of random samples. In this paper gender differences in the comorbidity of ADHD symptoms and learning disorders in reading, spelling and math are explored in a population-based sample of 2605 3rd and 4th graders (1304 girls) without symptoms of ADHD and 415 (141 girls) with symptoms of ADHD. Girls with ADHD symptoms had higher ratios of comorbid math disorders than boys with ADHD symptoms, but not with reading or spelling disorders. Math achievement was predicted by gender and by symptoms of inattention. Girls with ADHD symptoms and math disorders received the same amount of additional support from teachers or therapists as boys with ADHD symptoms and math disorders. Our results highlight the importance of exploring the increased comorbidity of specific learning disorders in children with ADHD symptoms and especially with math disorders in girls with ADHD symptoms. Implications for providing suitable interventions and preventing the accumulation of academic problems are discussed. Full article
(This article belongs to the Special Issue ADHD and Related Problems in the Classroom: Perspectives for Sustainability)
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18 pages, 1237 KiB  
Article
The Role of Flexibility in the Realization of Inclusive Education
by Laura Lübke, Martin Pinquart and Malte Schwinger
Sustainability 2021, 13(8), 4452; https://doi.org/10.3390/su13084452 - 16 Apr 2021
Cited by 10 | Viewed by 7171
Abstract
This study focused on associations between teachers’ flexibility and their use of evidence-based strategies in inclusive education in a sample of N = 119 teachers. Flexibility showed direct effects on teachers’ attitudes towards the achievement of mainstream students and students with learning difficulties, [...] Read more.
This study focused on associations between teachers’ flexibility and their use of evidence-based strategies in inclusive education in a sample of N = 119 teachers. Flexibility showed direct effects on teachers’ attitudes towards the achievement of mainstream students and students with learning difficulties, attitudes towards social benefits of inclusion for students with emotional and behavioral disturbances, and on teachers’ self-efficacy regarding the support of students’ social skills. Furthermore, indirect effects of flexibility on intentions and behavior regarding the support of social skills were found. The findings emphasize the importance of teachers’ flexibility in the realization of inclusive education. Full article
(This article belongs to the Special Issue ADHD and Related Problems in the Classroom: Perspectives for Sustainability)
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10 pages, 398 KiB  
Article
Knowledge and Feelings of Competence with Regard to ADHD Among Support Staff in All-Day Primary Schools
by Holger Domsch, Martina Ruhmland and Ilka Lissmann
Sustainability 2021, 13(7), 3696; https://doi.org/10.3390/su13073696 - 26 Mar 2021
Cited by 1 | Viewed by 2473
Abstract
(1) Background: Schools report a high number of schoolchildren with poor attention and hyperactive behavior, with 5% being diagnosed with attention deficit/hyperactivity disorder (ADHD). This causes specific problems during homework and classroom times, and the extension of all-day schooling in German primary schools [...] Read more.
(1) Background: Schools report a high number of schoolchildren with poor attention and hyperactive behavior, with 5% being diagnosed with attention deficit/hyperactivity disorder (ADHD). This causes specific problems during homework and classroom times, and the extension of all-day schooling in German primary schools makes this a challenge for support staff working in the after-school programs. Such staff have a very wide variety of qualifications, ranging from no formal teacher training to full teaching qualifications. (2) Methods: This study documents the knowledge of 196 support staff working in all-day primary schools about ADHD, and their subjective view of whether they feel competent with regard to homework situations in general and ADHD in particular. (3) Results: Those with an educational background have significantly more knowledge than those without such a background, staff feel less prepared to supervise children with ADHD, and there is a small but significant correlation here with knowledge about ADHD. (4) Conclusions: The importance of trained pedagogical staff in the supervision of children with concentration problems is emphasized. Full article
(This article belongs to the Special Issue ADHD and Related Problems in the Classroom: Perspectives for Sustainability)
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20 pages, 1980 KiB  
Article
Influences on Teachers’ Intention to Apply Classroom Management Strategies for Students with ADHD: A Model Analysis
by Anna Enrica Strelow, Martina Dort, Malte Schwinger and Hanna Christiansen
Sustainability 2021, 13(5), 2558; https://doi.org/10.3390/su13052558 - 26 Feb 2021
Cited by 6 | Viewed by 8579
Abstract
Students with attention deficit/hyperactivity disorder (ADHD) show reduced on-task behavior at school and educational problems due to the symptoms associated with this diagnosis. Classroom management strategies (CMS) are important to reduce impairment due to ADHD symptoms but are not yet well implemented. In [...] Read more.
Students with attention deficit/hyperactivity disorder (ADHD) show reduced on-task behavior at school and educational problems due to the symptoms associated with this diagnosis. Classroom management strategies (CMS) are important to reduce impairment due to ADHD symptoms but are not yet well implemented. In this study we analyzed whether the facilitators and barriers regarding the intention to apply CMS identified for pre-service teachers are replicable in a sample of teachers in service. Overall, 599 teachers in service completed an online survey on the intention to apply CMS, their attitude towards CMS and towards students with ADHD, direct experiences, individual differences, and social influences. We calculated path models that significantly clarified variance in the intention to apply CMS (R2intention to use effective CMS = 0.47, p < 0.01 and R2intention to use ineffective CMS = 0.39, p < 0.01). It turns out that similar variables are relevant to teachers in service as well as pre-service teachers. A models’ extension to include variables that do justice to the difference between the two groups, such as work experience, shows a better model fit. Especially, attitude towards CMS, attitude towards students with ADHD, strain, perceived behavioral control and teachers’ affiliation with primary or special needs schools are important variables regarding the intention to apply CMS. The implementation of effective and elimination of ineffective CMS should thus be addressed by targeting teacher’s attitudes towards children with ADHD. Furthermore, strain prevention and education might enhance the application of effective CMS. Full article
(This article belongs to the Special Issue ADHD and Related Problems in the Classroom: Perspectives for Sustainability)
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17 pages, 390 KiB  
Article
Working with Children with ADHD—A Latent Profile Analysis of Teachers’ and Psychotherapists’ Attitudes
by Martina Dort, Anna Enrica Strelow, Malte Schwinger and Hanna Christiansen
Sustainability 2020, 12(22), 9691; https://doi.org/10.3390/su12229691 - 20 Nov 2020
Cited by 4 | Viewed by 3529
Abstract
A positive attitude of teachers and psychotherapists towards children with ADHD can both support their mutual relationship and support reducing ADHD-related symptoms. According to Fishbein and Ajzen’s rational-choice approach, attitude formation is based on a person’s expectations and the appraisal of these, thus [...] Read more.
A positive attitude of teachers and psychotherapists towards children with ADHD can both support their mutual relationship and support reducing ADHD-related symptoms. According to Fishbein and Ajzen’s rational-choice approach, attitude formation is based on a person’s expectations and the appraisal of these, thus attitude, therefore, differs individually. The present study aimed to identify different attitude profiles based on our participants’ answer patterns on the ADHD-school-expectation questionnaire’s (ASE) subscales, and to examine which attitude profile would be desirable for professionals working with children with ADHD. We conducted a latent profile analysis and investigated differences between the latent profiles. Our analysis revealed three attitude profiles characterized by negative, moderate and extreme ratings of expectations. The attitude profiles differed in further variables such as the use and effectiveness of rating classroom management strategies, knowledge of ADHD, perceived control, stress and strain, as well as some personality traits. The extreme rating profile seems to be beneficial for children with ADHD, whereas the moderate rating profile might appeal to certain professionals. Full article
(This article belongs to the Special Issue ADHD and Related Problems in the Classroom: Perspectives for Sustainability)
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