Wiener Judith, Daniels Lesley
University of Toronto, ON, Canada
Toronto District School Board, ON, Canada.
J Learn Disabil. 2016 Nov;49(6):567-581. doi: 10.1177/0022219415576973. Epub 2015 Mar 20.
This article reports on a qualitative study of the school experiences of adolescents with attention-deficit/hyperactivity disorder (ADHD) in the context of quantitative research on teacher attitudes and practices, adolescent self-appraisals, and social and family relationships. Twelve adolescents with ADHD participated in in-depth, semistructured interviews addressing major aspects of school life. Using a modified grounded theory framework, researchers coded these interviews. Three themes emerged: (a) support for a performance deficit, (b) academic and social engagement, and (c) moving from dependence to independence. What is most striking is the low level of agency students demonstrated; that is, rather than acting with purpose on their environments, they seemed to react to things that happened to them. These findings suggest that teachers of adolescents with ADHD know about the nature of the disorder, understand that students' difficulties with organization and academic performance are not typically intentional, use evidence-based interventions to support students, and provide the monitoring and scaffolding needed for academic achievement. The students also provide specific suggestions for parents and peers regarding the supports they need to be successful.
本文报告了一项定性研究，该研究是在关于教师态度与实践、青少年自我评估以及社会和家庭关系的定量研究背景下，对患有注意力缺陷多动障碍（ADHD）的青少年的学校经历展开的。12名患有ADHD的青少年参与了针对学校生活主要方面的深入半结构化访谈。研究人员采用经修改的扎根理论框架对这些访谈进行了编码。出现了三个主题：（a）对表现缺陷的支持，（b）学业和社交参与，以及（c）从依赖走向独立。最引人注目的是学生表现出的能动性水平较低；也就是说，他们并非有目的地对周围环境采取行动，而是似乎对发生在自己身上的事情做出反应。这些研究结果表明，患有ADHD的青少年的教师了解该障碍的性质，明白学生在组织和学业表现方面的困难通常并非故意为之，会使用循证干预措施来支持学生，并为学业成就提供所需的监督和支持。学生们还就他们取得成功所需的支持向家长和同龄人提供了具体建议。
