Adolescents with Attention Deficit Hyperactivity Disorder: Case Studies of the Academic, Behavioural, and Social Differences Over Time of Five Young People in a Flexible Learning Centre

Linda Houston (2010). Adolescents with Attention Deficit Hyperactivity Disorder: Case Studies of the Academic, Behavioural, and Social Differences Over Time of Five Young People in a Flexible Learning Centre MPhil Thesis, School of Education, The University of Queensland.

       
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Author Linda Houston
Thesis Title Adolescents with Attention Deficit Hyperactivity Disorder: Case Studies of the Academic, Behavioural, and Social Differences Over Time of Five Young People in a Flexible Learning Centre
School, Centre or Institute School of Education
Institution The University of Queensland
Publication date 2010-08
Thesis type MPhil Thesis
Supervisor Dr. Annemaree Carroll
Dr. Mary McMahon
Total pages 215
Total black and white pages 215
Subjects 13 Education
Abstract/Summary ABSTRACT Attention Deficit Hyperactivity Disorder (ADHD) is the most commonly diagnosed disorder in children today and has been the subject of great public and academic debate for over a decade. Whilst much of this debate has focussed on clearly defining the disorder and determining its prevalence, in more recent years, research has begun to focus on successful interventions for overcoming the myriad of poor outcomes experienced by children with ADHD. The majority of intervention research, however, has concentrated on medical and behavioural approaches with very little attention being given to the impact of educational and/or academic interventions. Because children with ADHD are at two to three times greater risk of school failure than their peers without ADHD, it is essential that research focuses on educational approaches within school and classroom environments to address this problem. The purpose of the present research was to investigate the academic, social and behavioural differences over time of children diagnosed with ADHD in a Flexible Learning Centre through case studies of five adolescents aged 13 to 17 years who, for a variety of reasons, had been excluded from, denied access to, or had chosen to reject mainstream education. Data for the case studies were collected by means of archival records and recollections, naturalistic observations of the young people in the flexible learning environment, and interviews with the young people and their parents to explore the perceptions of themselves over time and to what they attributed any changes that may have occurred. Moreover, participants were administered a series of tests at two time intervals (approximately nine months apart) focussing on academic achievement (the PROBE Reading test, South Australian Spelling test, Test of Whole Number Computation), self-perception (the Self-Descriptive Questionnaire II) and behavioural outcomes (the Strengths and Difficulties Questionnaire). Using these multiple forms of data collection, within-case and cross-case analyses were adopted to determine themes, trends, and patterns to support or refute the study questions. Findings from the study indicated that over time there were improvements in the social and behavioural outcomes for the five participants but academic progress was limited. This thesis will explore these and other findings from the study and suggest possible reasons for the findings and implications for future research.

 
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