Adhd Experiencedadhd Inexperiencedneeds Trainingad

When collecting articles for research there are a variety of steps to take in order to keep them organized and that process depends on the researcher. I have a sample chart with coded themes that connects each article with similarities and differences but they are all relevant to the topic and the gap in research. According to Stadtlander (2015), there should be an historical approach that starts with a brain dump of what is already known about the topic therefore I have one old article and nine up-to-date or within the last 5 years.

The annotated bibliography allowed me to examine each source and prepare for the literature review. The literature review is completed and complied based on the research topic, question and gap for a new-found awareness and knowledge about the topic. It should also identify ways to close or fill a gap and provide an overview or theme that is repeated on the unresolved problem which further supports the need for the research (Galvan & Galvan 2017).

Categories (Codes)

1. ADHD Experienced
2. ADHD Inexperienced
3. Needs Training
4. Admin Support
5. Available Resources
6. Resources Needed
7. Challenging Behaviors
8. Not Confident
9. Received Training
10. Need Support
11. Misperception
12. Negative attitude

Organizing Themes

References

Galvan, J. L., Galvan, C. M. (2017). Writing literature reviews: A guide for students of the social and behavioral sciences (6th ed). Glendale, CA: Pyrczak.

Khalil, I.A., Alshareef, A.F., & Alshumran, G.H. (2019). Knowledge, attitude, and behavioural practice of elementary teacher of ADHD children: impact of an educational intervention. American Journal of Nursing Science, 8(6) p. 329-341.

Latouche, A., Gascoigne, M. (2017). In-service training for increasing teachers ADHD knowledge and self-efficacy. Journal of Attention Disorders, 1(12).

Liang, L., and Gao, X. (2016). Pre-service and In-service Secondary School Teachers’ Knowledge about Attention-deficit Hyperactivity Disorder (ADHD) and Attitudes toward Students with ADHD. International Journal of Disability, Development and Education. 63, (3), 369–383.

Moore, A.D., Russell, E. A., Arnell, S., Ford, J. T., (2017). Educators’ experience of managing students with ADHD: a qualitative study. Child: Care, Health & Development, 43 (4).

Mulholland, S., Cumming, T., Jung, Y.J. (2015). Teacher Attitudes Towards Students Who Exhibit ADHD-Type Behaviors. Australasian Journal of Special Education, 39 (1), 15-36.

Olashore, A.A., Akanni, O.O., Ogunjumo, A.J., Swetha, B. J. (2019). Acceptability of orthodox treatment of attention deficit hyperactivity disorder and its association factors among primary school teachers in Botswana. International Journal of School Health, Development and Education. 6, (4).

Sciutto, J. M., Terjesen, D.M., Bender-Frank, S.A. (2000. Teacher’s knowledge and misperception of attention deficit hyperactivity disorder. Psychology in the School 37(2).

Shroffa, P.H., Hardikar-Sawantb, S., and Prabhudesai, D. A. (2017). Knowledge and Misperceptions about Attention Deficit Hyperactivity Disorder (ADHD) Among School Teachers in Mumbai, India. International Journal of Disability, Development and education 64, (5), 514-525.

Srivastava, M., Boer, A.A., Pijl, J.S., (2017). Preparing for the inclusion classroom: changing teachers’ attitude and knowledge. Teacher Development Vol. 21 (4), 561-579.

Stadtlander, L. M. (2015). Finding your way to a Ph.D.: Advice from the dissertation mentor. CreateSpace Independent Publishing Platform.

Woyessa, H.A., Tharmalingadevar, P.T., Upashe, P.S., and Dirba, C.D. (2019). Primary school teachers’ misconception about ADHD in Nekemte, Oromia region, western Ethiopia.