TY - JOUR
T1 - Uae elementary teachers' use of adhd referral and management strategies
AU - Elhoweris, Hala
AU - Mohamed, Ahmed
AU - Almuhairy, Osha
AU - Takriti, Rachel
AU - Alhosani, Najwa
AU - Sartawi, Abdelaziz
N1 - Publisher Copyright:
© 2020 The authors and IJLTER.ORG. All rights reserved.
PY - 2020/6
Y1 - 2020/6
N2 - The purpose of this study was four-fold: to identify factors teachers perceive to contribute to their referral of students with attention deficit and hyperactivity disorder (ADHD); to examine management strategies elementary teachers in the UAE use; to examine the effect years of teaching experience, domain (general versus special education teachers) and experience teaching children with ADHD have on their use of referral and management strategies, and; to explore the relationship between teachers' use of referral and management strategies. The ADHD Referral Scale and the ADHD Management Strategies Questionnaire (AMSQ) were completed by 52 elementary special and general education teachers. The results of the study revealed that inattention/distractibility was perceived by both the special and general education teachers to be a contributing factor for referring students with ADHD to special education services. The general education teachers also noted hyperactivity to be a contributing factor. The findings further revealed that while special and general education teachers employed behaviour and academic intervention strategies, special education teachers frequently used home/parent intervention strategies. Finally, the MANOVA analyses showed a significant main effect of teaching experience and teachers' experience with ADHD.
AB - The purpose of this study was four-fold: to identify factors teachers perceive to contribute to their referral of students with attention deficit and hyperactivity disorder (ADHD); to examine management strategies elementary teachers in the UAE use; to examine the effect years of teaching experience, domain (general versus special education teachers) and experience teaching children with ADHD have on their use of referral and management strategies, and; to explore the relationship between teachers' use of referral and management strategies. The ADHD Referral Scale and the ADHD Management Strategies Questionnaire (AMSQ) were completed by 52 elementary special and general education teachers. The results of the study revealed that inattention/distractibility was perceived by both the special and general education teachers to be a contributing factor for referring students with ADHD to special education services. The general education teachers also noted hyperactivity to be a contributing factor. The findings further revealed that while special and general education teachers employed behaviour and academic intervention strategies, special education teachers frequently used home/parent intervention strategies. Finally, the MANOVA analyses showed a significant main effect of teaching experience and teachers' experience with ADHD.
KW - ADHD
KW - Elementary school teachers
KW - Management strategies
KW - Referral
KW - UAE
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U2 - 10.26803/IJLTER.19.6.20
DO - 10.26803/IJLTER.19.6.20
M3 - Article
AN - SCOPUS:85092600817
SN - 1694-2493
VL - 19
SP - 337
EP - 352
JO - International Journal of Learning, Teaching and Educational Research
JF - International Journal of Learning, Teaching and Educational Research
IS - 6
ER -