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ERIC Number: EJ828669
Record Type: Journal
Publication Date: 2009-Mar
Pages: 16
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-1363-2752
Variability of ADHD Symptoms across Primary School Contexts: An In-Depth Case Study
Wheeler, Linda; Pumfrey, Peter; Wakefield, Peter
Emotional & Behavioural Difficulties, v14 n1 p69-84 Mar 2009
By focusing on the findings from one case study, this article demonstrates a replicable individualised approach to identifying variability of ADHD symptoms across contexts at given times in a main phase and follow-up phase (situational variability) and across both phases (temporal variability) in a primary school setting. Currently we have found no studies that focus on both situational and temporal variability in the same curricular contexts. A mixed-method approach combines quantitative and qualitative research strategies. Two classroom observation schedules incorporating the DSM-IV diagnostic criteria for ADHD have been used over a two-year period to gather unique quantitative data on the variability of ADHD symptoms. Other data-gathering techniques include the use of field notes and interviews. Identification is made of contextual and curricular settings and approaches which may reduce ADHD behaviours. Such indicators may help teachers to enhance on-task behaviour in pupils with ADHD. Discussion focuses on: the delivery and organisation of the curriculum; teaching and learning styles; and grouping and support in the mainstream classroom. (Contains 3 tables and 4 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom