Abstract
Many students with ADHD experience educational attainment difficulties. Nevertheless, evidence-based classroom management strategies (CMS) are seldom used. This science-practitioner gap might be due to a lack of shared knowledge between the scientific fields of psychology/psychiatry and education. This review uses science mapping to explore the basis of the current stock of knowledge in each of the two scientific fields, compares current approaches, and examines whether implementation methods and related barriers are investigated topics. We conducted a systematic search of the literature to identify articles on CMS in ADHD. We then conducted co-citation analyses and bibliographic coupling analysis. The former revealed six clusters of psychology/psychiatry and five clusters of education. Bibliographic coupling analysis resulted in eight clusters, with literature from both fields. The majority of the research is conducted in the field of psychology/psychiatry; teachers' perspectives are focused only in the field of education. The number of studies on implementation and potential barriers is small. There was thus relatively little communication between the sciences, but the scientific fields have seemed to converge recently. Connecting the scientific fields more and concentrating on implementation methods and barriers is strongly needed to close the science-practitioner gap.
Original language | English |
---|---|
Article number | 6826 |
Pages (from-to) | 1-15 |
Number of pages | 15 |
Journal | Sustainability (Switzerland) |
Volume | 12 |
Issue number | 17 |
Early online date | 22 Aug 2020 |
DOIs | |
Publication status | Published - Sept 2020 |
Funding
This research was part of the project "ADHD in the classroom" that is part of the RTG 2271 and funded by the German Research Foundation (DFG) project number 290878970-GRK 2271, project 1.
Keywords
- ADHD
- Bibliometric review
- Classroom management strategies
- Communication gap
- Education
- Psychology/psychiatry