Children with attention deficit hyperactivity disorder have less successful school experiences, as well as lives as adults, related to their challenges with self-regulation (Brook, Zhang, Brook, & Leukefeld, 2015). Children spend most of their school career in classrooms; however, teachers may not provide teaching or classroom environments that are conducive for learning for children with ADHD (Straker, Harris, Joosten, & Howie, 2018). These factors contribute to barriers to their success in school occupations, as well as their self-efficacy and participation (Major, Martinussen, & Wiener, 2013). However, evidence suggests that providing self-regulation strategies in classrooms improves success in school occupations. This doctoral project proposes a face-to-face continuing education course educating kindergarten through third grade teachers on strategies with a Classroom Self-regulation Toolbox facilitated by an occupational therapist. Self-regulation strategies of mindfulness, cognitive-behavioral, sensory, seating arrangements and ergonomics are included in the Toolbox. This continuing education course fosters collaboration between elementary teachers as well as elementary teachers and occupational therapists. This project will contribute to school-based occupational therapy by providing more evidence-based classroom interventions (The American Occupational Therapy Association, 2014) and improving collaboration between elementary school professionals.
| Identifer | oai:union.ndltd.org:bu.edu/oai:open.bu.edu:2144/38164 |
| Date | 29 September 2019 |
| Creators | Costa, Rachel |
| Contributors | Coster, Wendy J. |
| Source Sets | Boston University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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