Eureka! Institutional Repository

The purpose of this study was to determine the strategies developed by the teachers in the classroom, to manage high school children with ADHD. To this end, and through a survey of semi-structured interviews with 15 high school teachers, all of whom were experienced in teaching students with ADHD, a number of important findings were identified: teachers a) have sufficient knowledge of the definition and the characteristics of ADHD, as well as the difficulties children with ADHD encounter in the classroom; b) believe, however, that their education and training on ADHD is not adequate; c) seem to have more knowledge about the features of ADHD rather than on the practices applied for its management in the classroom; d) in their majority generally consider token reinforcement, behavior contracts, frequent reminders of the classroom rules, and peer tutoring as effective; e) in their majority have opted to apply, judging by their experience, token reinforcement, behavior contracts and circulation of the teacher inside the classroom; and f) would be open to further apply self-monitoring and self-guidance, while would probably reject the practice of time-out. In conclusion, this study highlighted the need for teachers to have a broader awareness and training on the issue of managing students with ADHD in the classroom. This would allow them to add additional and more specific to the ADHD practices, thereby gaining an enhanced ability to manage these students more effectively, while helping them improve their academic achievements.