Assessment ofManagement Strategies Used in Handling Aggressive Behaviours among Students with Attention Deficit Hyperactive Disorder in Inclusive Classrooms, in Ibadan Metropolis Nigeria
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Date
2021-08-29
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west Africal jorunal of Education
Abstract
Abstract
Students with attention deficit hyperactive disorder (ADHD) are those who exhibit inattention, hyperactivity and impulsivity that interferes with their behaviour; have problems in self• regulation, inappropriate behaviour andpoorsocialization. These attributes ofADHD students do lead to aggressive behaviours in the classroomand need management strategies to handle them This study, therefore, examined management strategies used by teachers in handling aggressive behaviours among students with attention deficit hyperactive disorder (ADHD) in inclusive classrooms in Ibadan Metropolis Nigeria. Survey research type was used. The respondents were
12I teachers purposefully. Management Strategiesfor Aggressive Behaviour Questionnaire (r=
0.81) was usedfor data collection. One research question and one hypothesis tested at 0.05 significant levels were raised. Frequency, percentage, mean and t-test were usedfor data analysis.
The study revealedthat all the items in the questionnaire are the management methods were usedby
the teacher. Mutual apology, reconciling, peacemaking whenever there is aggressive behaviour (3.5y,dialogue andencouragement (3.5); changing sittingposition (.5) top the ranking. The result also revealedno significant different between the management strategies used by male andfemale
teachers in handling aggressive behaviour among students with attention deficit hyperactive disorder in an inclusive classroom, Ibadan Metropolis Nigeria (P>0.05). Mutual apolog reconciling, peacemaking whenever aggressive behaviour is displayed, dialogue and encouragement; changing sitting position among others were used to handle aggressi' behaviours among students with ADID. Therefore, teachers should devise strategies and use' combination oftwo or more management strategies available to ensure that aggressive behaviow among students with ADD in inclusive classrooms will be reduced