Teaching Adolescent AD/ HD Boys Through Self-Sufficient Reward Control. A Sociological Investigation
| Author: | Partridge, Lee | |
| Year: | 2009 | |
| Pages: | 280 | |
| ISBN: | 0-7734-3808-0 978-0-7734-3808-8 | |
| Price: | $199.95 + shipping | |
| (Click the PayPal button to buy) | ||
The research utilizes a symbolic interactionist framework and grounded theory methodology to generate a substantive theory regarding how adolescent boys diagnosed with AD/HD respond to the efforts of their teachers who employ rewards and punishments to moderate their actions. The theoretical propositions which were developed from the study have immediate and practical implications for teachers, school administrators and parents.
Reviews
“Overall, Dr. Partridge has produced a scholarly work which constitutes a substantial and original contribution to knowledge. The theoretical propositions which were developed from the study have immediate and practical implications for teachers, school administrators and parents: Moreover, they break new ground in terms of our understanding of AD/HD from the perspective of the student, while also inviting further research. Hopefully, they will be heeded by all individuals concerned with the education and personal development of adolescent boys diagnosed with AD/HD, a much misunderstood group in society.” – Dr. P. Leith Krakouer
The Institute of Education, London
“This is a seminal work. Dr. Partridge is to be congratulated on recognizing the enormous deficit in the existing research base on the matter and then addressing it in a very scholarly manner.” – Prof. Tom O’Donoghue, University of Western Australia
“While an abundance of research is conducted in the area of AD/HD, it is predominantly concerned with quantitative methods of data collection and analysis, and therefore lacks the rich description of Dr Partridge’s qualitative approach. Overall this is a very important piece of research which can now reach a wider audience.” – Dr. Michele Toner, Learning and Attentional Disorders Society
“This is a seminal work. Dr. Partridge is to be congratulated on recognizing the enormous deficit in the existing research base on the matter and then addressing it in a very scholarly manner.” – Prof. Tom O’Donoghue, University of Western Australia
“While an abundance of research is conducted in the area of AD/HD, it is predominantly concerned with quantitative methods of data collection and analysis, and therefore lacks the rich description of Dr Partridge’s qualitative approach. Overall this is a very important piece of research which can now reach a wider audience.” – Dr. Michele Toner, Learning and Attentional Disorders Society
Table of Contents
Foreword Dr Leith Krakouer
Acknowledgements
1. Introduction
Problem Statement and Study Rationale
Contextual and Empirical Background
Theoretical Orientation and the Central Research Question
Research Methods
Scope of the Study
Conclusion
2. Background
Historical Conceptualisations of AD/HD
The Contemporary Conceptualisation of AD/HD
Major Issues, Debates and Controversies
The Social Construction of AD/HD
AD/HD in Western Australia
Conclusion
3. Literature Review
Positivist Studies From the Outsider’s Perspective
Non-Positivist Studies From the Outsider’s Perspective
Non-Positivist Studies From the Insider’s Perspective
Conclusion
4. Methodology
Theoretical Framework
Development of Research Questions
Research Setting
The Study Population and Theoretical Sampling
Overview of Data Collection Methods
Individual Semi-Structured Interviews
Supporting Qualitative Data Collection
Quantitative Measures and Rating Scales
Analysis of Qualitative Data
Trustworthiness
Ethics
Conclusion
5. Specific Background to the Theory of ‘Self- Sufficient Reward Control’
The Boys
Teachers’ Experiences as a Result of Having Students Diagnosed with AD/HD in Their Classrooms
Conceptualisation of the Theory as a Storyline
Conclusion
6. Propositions Relating to Phase 1 of the Theory
‘Self- Sufficient Reward Control’
Proposition 1
Proposition 2
Conclusion
7. Proposition Relating to Phase 2 of the Theory of ‘Self- Sufficient Reward Control’
Proposition 3
Conclusion
8. Proposition Relating to Phase 3 of the Theory of ‘Self- Sufficient Reward Control’
Proposition 4
The Repetitive Nature of Phase 3 of the Theory of 'Self-Sufficient Reward Control’
Conclusion
9. Proposition Relating to the Category of Preferred Activity (Habitual Act)
Proposition 5
Conclusion
10. Summary, Discussion and Conclusion
Summary
Evaluation of the ‘Theory of Self-Sufficient Reward Control’
The Matter of Generalisability
Implications of the Research Findings for the Development of Policy and Practice
Implications of the Research Findings on the Development of Theory
Conclusion
REFERENCES
APPENDICES
Appendix A: Diagnostic Criteria for Attention Deficit/Hyperactivity Disorder
Appendix B: Findings and Recommendations of the Education and Health Standing Committee Report, (2004). Attention Deficit/ Hyperactivity Disorder in Western Australia
Appendix C: Participant Details Including Rating Scale Results and Sociometric Ratings
Appendix D: Form Used to Collect Sociometric Data Within Study Population
Appendix E: Teacher Questionnaire
INDEX
Acknowledgements
1. Introduction
Problem Statement and Study Rationale
Contextual and Empirical Background
Theoretical Orientation and the Central Research Question
Research Methods
Scope of the Study
Conclusion
2. Background
Historical Conceptualisations of AD/HD
The Contemporary Conceptualisation of AD/HD
Major Issues, Debates and Controversies
The Social Construction of AD/HD
AD/HD in Western Australia
Conclusion
3. Literature Review
Positivist Studies From the Outsider’s Perspective
Non-Positivist Studies From the Outsider’s Perspective
Non-Positivist Studies From the Insider’s Perspective
Conclusion
4. Methodology
Theoretical Framework
Development of Research Questions
Research Setting
The Study Population and Theoretical Sampling
Overview of Data Collection Methods
Individual Semi-Structured Interviews
Supporting Qualitative Data Collection
Quantitative Measures and Rating Scales
Analysis of Qualitative Data
Trustworthiness
Ethics
Conclusion
5. Specific Background to the Theory of ‘Self- Sufficient Reward Control’
The Boys
Teachers’ Experiences as a Result of Having Students Diagnosed with AD/HD in Their Classrooms
Conceptualisation of the Theory as a Storyline
Conclusion
6. Propositions Relating to Phase 1 of the Theory
‘Self- Sufficient Reward Control’
Proposition 1
Proposition 2
Conclusion
7. Proposition Relating to Phase 2 of the Theory of ‘Self- Sufficient Reward Control’
Proposition 3
Conclusion
8. Proposition Relating to Phase 3 of the Theory of ‘Self- Sufficient Reward Control’
Proposition 4
The Repetitive Nature of Phase 3 of the Theory of 'Self-Sufficient Reward Control’
Conclusion
9. Proposition Relating to the Category of Preferred Activity (Habitual Act)
Proposition 5
Conclusion
10. Summary, Discussion and Conclusion
Summary
Evaluation of the ‘Theory of Self-Sufficient Reward Control’
The Matter of Generalisability
Implications of the Research Findings for the Development of Policy and Practice
Implications of the Research Findings on the Development of Theory
Conclusion
REFERENCES
APPENDICES
Appendix A: Diagnostic Criteria for Attention Deficit/Hyperactivity Disorder
Appendix B: Findings and Recommendations of the Education and Health Standing Committee Report, (2004). Attention Deficit/ Hyperactivity Disorder in Western Australia
Appendix C: Participant Details Including Rating Scale Results and Sociometric Ratings
Appendix D: Form Used to Collect Sociometric Data Within Study Population
Appendix E: Teacher Questionnaire
INDEX