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dc.contributor.authorGibbs, Kathryn
dc.date.accessioned2018-05-02T04:50:03Z
dc.date.available2018-05-02T04:50:03Z
dc.date.issued2018
dc.identifier.issn1940-4158
dc.identifier.doi10.1080/19404158.2017.1393626
dc.identifier.urihttp://hdl.handle.net/10072/374341
dc.description.abstractStudents with AD/HD experience difficulty concentrating in the classroom due to unwanted behaviours. This article focuses on what six Australian adolescent boys have to say about teacher and teaching factors that enabled them to regain focus (if distracted) and concentrate on classroom learning. A multiple, instrumental case-study was used to collect data from the boys using semi-structured individual and focus group interviews as well as school reports across a two year period. Findings suggested that interventions including frequent short breaks, humour by the teacher and teachers who operate in a well-structured classroom and who know their subject matter well, were beneficial in reducing unwanted behaviours and resulted in less negative events, thereby making schooling a more positive experience.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto13
dc.relation.ispartofjournalAustralian Journal of Learning Difficulties
dc.subject.fieldofresearchSpecial Education and Disability
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchCognitive Sciences
dc.subject.fieldofresearchLinguistics
dc.subject.fieldofresearchcode130312
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1702
dc.subject.fieldofresearchcode2004
dc.titleAustralian adolescent boys with attention deficit/hyperactivity disorder (AD/HD): teacher and teaching factors that assess the efficacy of reducing unwanted behaviours within the classroom environment
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version.
gro.hasfulltextNo Full Text
gro.griffith.authorGibbs, Kathy


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