SYNTHESIS OF RESEARCH ON TEACHING AND LEARNING OF ELEMENTARY STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDERS

Abstract

The purposes of this research article were 1) to conduct content synthesis of research on instructional management for learners with attention-deficit hyperactivity disorder (ADHD) and 2) to synthesize guidelines for instructional management for students with ADHD at the elementary school level. It was based on nine studies published between 2013 and 2022 on instructional management for students with attention-deficit hyperactivity disorder (ADHD) in the United States. The instruments were 1) the research summary form and 2) the research assessment form, and the data collected and scrutinized by the researcher. Also, the researches in this study were synthesized by the content analysis according to the conceptual framework and descriptive statistics. The results of the research synthesis are indicated as follows: the majority of the research examined was master's theses. The years in which the most research was published were 2016 and 2020. The most commonly found learning substance in the research was mathematics and writing, and the majority of the sample used in the research were students in grade four. Guidelines for instructional management for elementary school students with hyperattention-deficit hyperactivity disorder (ADHD) included: teaching methods, it was found that the most commonly found teaching method in the research studies was teaching by practice followed by simulation. For the instructional management model, it was discovered that cooperative learning was most frequently found, followed by story-building and Torrance’s concept of future problem solving. In terms of learning management, modeling was typically found, followed by cooperative learning and advanced organizers. For the learning management technique, the technique found was recreational activities and play and learn.