Teachers’ Knowledge and Implementation of Choice-Making Strategy for Students with Attention Deficit Hyperactivity Disorder
Abstract
Attention-Deficit/Hyperactivity Disorder (ADHD) represents one of the major challenges that teachers encounter in classroom settings due to its significant impact on students’ academic, behavioral, and social performance. Among the effective strategies that have been shown to support students with ADHD, the choice making strategy emerges as an evidence-based approach that allows students to choose how or in what order they complete their educational tasks. The study aims to identify the level of teachers’ knowledge about the choice-making strategy and the extent to which they apply it with students diagnosed with ADHD. By descriptive survey method, a questionnaire was distributed to a purposive sample consisting of 195 teachers who work with students of ADHD. The findings revealed that teachers demonstrated a high level of knowledge regarding strategy, and their implementation level was also high. This indicates that teachers are aware of the importance of this approach in improving students’ behaviors and enhancing their academic engagement. Furthermore, the study presented several recommendations for future research, including: examining the relationship between school support and teachers’ commitment to applying effective classroom management strategies; and analyzing educational policies that integrate flexible learning strategies within classroom management regulations. Additionally, the study suggested developing a proposed framework to incorporate the choice-making strategy into the special education teacher’s manual. Based on these findings, the study recommended strengthening professional development programs and providing practical guidelines that help teachers offer effective learning choices suited to students’ needs and interests. It also emphasized the importance of examining professional variables such as years of experience, type of training, and school support level in influencing the effectiveness of implementation.
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