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dc.contributor.authorKarhu, Anne
dc.contributor.authorNärhi, Vesa
dc.contributor.authorSavolainen, Hannu
dc.date.accessioned2018-11-16T09:54:07Z
dc.date.available2019-03-10T22:35:18Z
dc.date.issued2018
dc.identifier.citationKarhu, A., Närhi, V., & Savolainen, H. (2018). Inclusion of pupils with ADHD symptoms in mainstream classes with PBS. <i>International Journal of Inclusive Education</i>, <i>22</i>(5), 475-489. <a href="https://doi.org/10.1080/13603116.2017.1370741" target="_blank">https://doi.org/10.1080/13603116.2017.1370741</a>
dc.identifier.otherCONVID_27211017
dc.identifier.otherTUTKAID_74940
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/60214
dc.description.abstractInclusion is never only a practical issue of placement. School-wide systemic change, together with well-functioning, multi-tiered support, can promote the inclusion of all pupils. This paper draws on research conducted in two mainstream primary schools in Finland. The primary focus was to gain insight into practical solutions to facilitate the inclusion of pupils with attention-deficit hyperactivity disorder (ADHD) in mainstream teaching. Using an experimental, multiple-baseline, single-case design, we examined the effects of Check-in Check-out (CICO) support on changes in the behaviour of two pupils who displayed ADHD-type behaviours. The key features of CICO are brief morning and afternoon meetings with an adult, the use of a daily report card, regular positive feedback during the day, and parental involvement. This study examined if behavioural gains made during the implementation of CICO support can be maintained. Visual data analysis revealed differences in two CICO-ending strategies on maintenance in pupils with ADHD symptoms. The results suggest that consistent universal positive behaviour support systems together with additional behavioural support can facilitate the successful inclusion of pupils observed by teachers to have even severe disruptive behaviours in a mainstream learning environment.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherTaylor & Francis
dc.relation.ispartofseriesInternational Journal of Inclusive Education
dc.rightsIn Copyright
dc.subject.otherpositive behaviour support
dc.subject.otherinclusive education
dc.subject.otherevidence-based interventions
dc.subject.othersingle-case experimental design
dc.subject.otherwhole-school approach
dc.titleInclusion of pupils with ADHD symptoms in mainstream classes with PBS
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201811124674
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineErityispedagogiikkafi
dc.contributor.oppiaineSpecial Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2018-11-12T13:15:05Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange475-489
dc.relation.issn1360-3116
dc.relation.numberinseries5
dc.relation.volume22
dc.type.versionacceptedVersion
dc.rights.copyright© 2017 Informa UK Limited, trading as Taylor & Francis Group.
dc.rights.accesslevelopenAccessfi
dc.subject.ysoylläpito
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p9047
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1080/13603116.2017.1370741


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