What do ADHD neuroimaging studies reveal for teachers, teacher educators and inclusive education?

Boon, Helen (2020) What do ADHD neuroimaging studies reveal for teachers, teacher educators and inclusive education? Child & Youth Care Forum. (In Press)

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View at Publisher Website: https://doi.org/10.1007/s10566-019-09542...
 
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Abstract

Background Ongoing debate about Attention Deficit Hyperactivity Disorder (ADHD) has not resolved ambivalent teacher beliefs about ADHD. This is an important matter since teachers’ beliefs influence their pedagogy, classroom management, and their referral procedures for formal diagnoses of ADHD. They therefore must be provided with up-to-date professional learning about ADHD. Objective To synthesise neuroimaging studies, which examined differences in brain organisation and function in those with ADHD compared to matched unaffected controls. The overarching goal was to enhance teachers’ understanding of ADHD by providing synthesised research findings around the neurological basis of ADHD. Method The PRISMA method was used to search the Medline, PsycINFO, Web of Science and Scopus databases to complete a systematic review of peer-reviewed research that compared individuals with ADHD with matched controls published between 2010 and December 2015. Results The identification and analyses of 174 MRI and fMRI relevant studies across a sample of over 24,000 showed that there are significant differences in neural anatomy and processing in ADHD compared to unaffected matched controls. Conclusions Compelling evidence shows ADHD is a neurodevelopmental disability, not a socially determined set of behaviours. Results point to an urgent need for teacher professional learning and systematic up-to-date preservice teacher education along with inclusive education policy reform.

Item ID: 61477
Item Type: Article (Research - C1)
ISSN: 1573-3319
Keywords: ADHD; neuroimaging; preservice teacher education; MRI; fMRI; professional learning
Copyright Information: © Springer Science+Business Media, LLC, part of Springer Nature 2020. In accordance with the publisher's policies, the Accepted Manuscript of this article will be available Open Access from ResearchOnline@JCU from 20 January 2021.
Date Deposited: 21 Jan 2020 02:10
FoR Codes: 13 EDUCATION > 1303 Specialist Studies in Education > 130312 Special Education and Disability @ 50%
13 EDUCATION > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators @ 25%
11 MEDICAL AND HEALTH SCIENCES > 1109 Neurosciences > 110999 Neurosciences not elsewhere classified @ 25%
SEO Codes: 92 HEALTH > 9204 Public Health (excl. Specific Population Health) > 920410 Mental Health @ 30%
92 HEALTH > 9204 Public Health (excl. Specific Population Health) > 920401 Behaviour and Health @ 30%
93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 40%
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