The potential of behaviour management strategies to support learners with Attention Deficit Hyperactivity Disorder in the classroom

Abstract

Learners with Attention Deficit Hyperactivity Disorder (ADHD) traditionally display disruptive and other associated negative behaviour in the classroom setting. This is due to the inattention, hyperactivity, lack of social skills and high levels of oppositional behaviour that these learners often struggle with. To change the classroom atmosphere and enhance the learning environment necessitates knowledge on the side of the teacher to support these learners in the classroom setting. The aim of the research was imbedded in the research question underpinning this investigation: Could learners with ADHD be supported in the classroom setting using behaviour management strategies to address inattentiveness, hyperactivity, poor social skills and oppositional behaviour? Four hypotheses were stated and tested with regard to the influence of behaviour management strategies on these manifestations of learners with ADHD. The statistically significant results of the intervention, which incorporated behavioural management, cognitive-behavioural modification and educational interventions, clearly reduced distractibility and hyperactivity and improved social skills. Statistically significant improvement did not occur in the area of opposition. It can be concluded that behaviour management strategies have potential to decrease the typical behaviour of learners with ADHD in the classroom setting and that knowledge of behaviour management strategies may benefit teaching.

Keywords:

• attention deficit hyperactivity disorder
• ADHD
• behaviour management strategies
• behavioural modification
• cognitive-behavioural modification
• educational modification
• class atmosphere
• teaching environment and teacher interaction