Evaluation of the Three-Factor Model in the Case of the Effectiveness of the Institution of Parallel Support in the Socialization of Students with ADHD
The ultimate goal of this work is to investigate the opinions of general and special education teachers regarding the effectiveness of the institution of parallel support as a parameter to promote the social integration of students with Attention Deficit Hyperactivity Disorder. In more detail, the views of the teachers were studied at the level of planning, implementation as well as the results of the application of techniques and activities that promote the socialization of children with ADHD in the general school, while it is also examined whether there is an effect of their demographic characteristics on their views and actions in the above sectors. In addition, it was investigated whether the teacher of the parallel support is in a cooperative relationship with the teacher of the class, with other specialties and with the parents, for the planning of techniques and activities that promote socialization. At the same time, a key research question examined is whether the factor analysis (EFA & CFA) confirms the three-factor model in the case of the effectiveness of the institution of parallel support in the socialization of students with ADHD. Specifically, in this research, the method followed for its implementation is the quantitative one by administering a questionnaire to 137 teachers (72 general education and 65 special education). Regarding the results, it is concluded that the majority of teachers converge to have a positive orientation to promote socialization through the institution of parallel support in all scales of the questionnaire (design, implementation and effectiveness of techniques and activities). Finally, it is worth pointing out that all the research questions raised in this particular research work were answered.
Cite this paper
Nikiforou, E. (2022). Evaluation of the Three-Factor Model in the Case of the Effectiveness of the Institution of Parallel Support in the Socialization of Students with ADHD. Open Access Library Journal, 9, e9455. doi: http://dx.doi.org/10.4236/oalib.1109455.
Gazette of the Government of the Hellenic Republic (2008) Law No. 3699 of 2008. Concerning the Special Care and Education of Persons with Disabilities or Special Educational Needs. (In Greek)
Barkley, R.A., Edwards, G., Laneri, M., Fletcher, K. and Matevia, L. (2001) Executive Functioning, Temporal Discounting, and Sense of Time in Adolescents with Attention Deficit Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD). Journal of Abnormal Child Psychology, 29, 541-556.
https://doi.org/10.1023/A:1012233310098
https://psycnet.apa.org/record/2001-09594-006
Mavropoulou, S. and Sideridis, G.D. (2014) Knowledge of Autism and Attitudes of Children towards Their Partially Integrated Peers with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 44, 1867-1885.
https://doi.org/10.1007/s10803-014-2059-0
https://pubmed.ncbi.nlm.no.gov/24535575/
Vlachou, A., Stavroussi, P. and Didaskalou, E. (2015) Special Teachers’ Educational Responses in Supporting Students with Special Educational Needs (SEN) in the Domain of Social Skills Development. International Journal of Disability, Development and Education, 63, 79-97. https://doi.org/10.1080/1034912X.2015.1111305
https://www.academia.edu/36587074/Special_Teachers_Educational_Responses_in_Supporting_Students_with_Special_Educational_Needs_SEN_in_the_Domain_of_Social_Skills_Development
Zoniou-Sideri, A. and Vlachou, A. (2006) Greek Teachers’ Belief Systems about Disability and Inclusive Education. International Journal of Inclusive Education, 10, 379-394. https://doi.org/10.1080/13603110500430690
https://www.researchgate.net/publication/236159187_13_Zoniou-Sideri_A_Vlachou_A_2006_Greek_teachers’_belief_systems_about_disability_and_inclusive_education_International_Journal_of_Inclusive_Education_1045_379-394
Kountouriotou, P. (2015) The Student with ADHD in the Mainstream School. What Is the Role of the Teacher and What Educational Practices Promote This Inclusive Education? (In Greek)
https://eproceedings.epublishing.ekt.gr/index.php/edusc/article/viewFile/272/237
Fitsiolos, D. and Economou, M. (2017) ADHD and the Inclusive Classroom: An Action Research. Proceedings of the 16th Panhellenic Conference on Psychological Research, Thessaloniki, 2-4 November 2017, 115-132.
Paschalidou, D. (2016) Teachers’ Views Regarding the Effectiveness of the Institution of Parallel Support in the Socialization of Students with Autism Spectrum Disorders. The Case of Primary Education. (In Greek)
http://dspace.uowm.gr/xmlui/bitstream/handle/123456789/246/%ce%9c%ce%b5%cf%84%ce%b1%cf%80%cf%84%cf%85%cf%87%ce%b9%ce%b1%ce%ba%ce%ae%20%ce%94%ce%b9%cf%80%ce%bb%cf%89%ce%bc%ce%b1%cf%84%ce%b9%ce%ba%ce%ae%20%ce%a0%ce%b1%cf%83%cf%87%ce%b1%ce%bb%ce%af%ce%b4%ce%bf%cf%85%20%ce%94%ce%ad%cf%83%cf%80%ce%bf%ce%b9%ce%bd%ce%b1.pdf?sequence=1&isAllowed=y
American Psychiatric Association (2013) Diagnostic and Statistical Manual of Mental Disorders. 5th Edition, American Psychiatric Association, Washington DC.
https://doi.org/10.1176/appi.books.9780890425596
http://repository.poltekkeskaltim.ac.id/657/1/Diagnostic%20and%20statistical%20manual%20of%20mental%20disorders%20_%20DSM5%20%28%20PDFDrive.com%20%29.pdf
Newcorn, J.H., Halperin, J.M., Jensen, P.S., Abikoff, H.B., Arnold, L.E., Cantwell, D.P., Conners, C.K., Elliott, G.R., Epstein, J.N., Greenhill, L.L., Hechtman, L., Hinshaw, S.P., Hoza, B., Kraemer, H.C., Helhar, W.E., Severe, J.B., Swanson, J.M., Wells, K.C., Wigal, T. and Vitiello, B. (2001) Symptom Profiles in Children with ADHD: Comorbidity and Gender. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 137-146. https://psycnet.apa.org/record/2001-14386-001
https://doi.org/10.1097/00004583-200102000-00008
Biederman, J., Petty, C.R., Evans, M., Small, J. and Faraone, S.V. (2010) How Persistent Is ADHD? A Controlled 10-Year Follow-Up Study of Boys with ADHD. Psychiatry Research, 177, 299-304. https://doi.org/10.1016/j.psychres.2009.12.010
https://www.sciencedirect.com/science/article/abs/pii/S0165178109005198?via%3Dihub
Skogli, E.W., Teicher, M.H., Andersen, P.N., Hovik, K.T. and Øie, M. (2013) ADHD in Girls and Boys—Gender Differences in Co-Existing Symptoms and Executive Function Measures. BMC Psychiatry, 13, Article No. 298.
https://doi.org/10.1186/1471-244X-13-298
https://psycnet.apa.org/record/2013-44294-001
Thapar, A. and Cooper, M. (2016) Attention Deficit Hyperactivity Disorder. Lancet, 387, 1240-1250. https://doi.org/10.1016/S0140-6736(15)00238-X
https://scirp.org/reference/ReferencesPapers.aspx?ReferenceID=2100244
Zacharogeorga, T. (2013) Children with Attention Deficit Disorder and/or Hyperactivity Disorder (ADHD). In: Polychronopoulou, S., Ed., Children and Adolescents with Special Needs and Abilities, Interaction, Athens, 468-502.
McQuade, J.D. and Hoza, B. (2008) Peer Problems in Attention Deficit Hyperactivity Disorder: Current Status and Future Directions. Developmental Disabilities Research Reviews, 14, 320-324. https://doi.org/10.1002/ddrr.35
https://psycnet.apa.org/record/2008-19315-009
Mrug, S., Molina, B.S., Hoza, B., Gerdes, A.C., Hinshaw, S.P., Hechtman, L. and Arnold, L.E. (2012) Peer Rejection and Friendships in Children with Attention Deficit/Hyperactivity Disorder: Contributions to Long-Term Outcomes. Journal of Abnormal Child Psychology, 40, 1013-1026.
https://doi.org/10.1007/s10802-012-9610-2
https://www.researchgate.net/publication/221829703_Peer_Rejection_and_Friendships_in_Children_with_Attention-DeficitHyperactivity_Disorder_Contributions_to_Long-Term_Outcomes
Barkley, R.A. (2015) Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment. 4th Edition, The Guilford Press, New York.
https://psycnet.apa.org/record/2014-57877-000
Barkley, R.A., Fischer, M., Smallish, L. and Fletcher, K. (2004) Young Adult Follow-Up of Hyperactive Children: Antisocial Activities and Drug Use. Journal of Child Psychology and Psychiatry, 45, 195-211.
https://doi.org/10.1111/j.1469-7610.2004.00214.x
https://pubmed.ncbi.nlm.no.gov/14982236/
Bania, F., Antoniou, A.-S., Theodoritsi, M., Theodoritsi, I., Charitaki, G. and Billis, E. (2019) The Interaction with Disabled Persons Scale (IDPS): Translation and Cross-Cultural Validation into Greek. Disability and Rehabilitation, 43, 988-995.
https://doi.org/10.1080/09638288.2019.1643420
Skaloubakas, X. (2013) Individualized Education Program (IEP) Guide for Students with Attention Deficit Hyperactivity Disorder (ADHD). (In Greek)
http://prosvasimo.iep.edu.gr/EDEAY/%CE%95%CE%94%CE%95%CE%91%CE%A5_%CE%9F%CE%B4%CE%B7%CE%B3%CE%BF%CF%82_%CE%94%CE%95%CE%A0%CE%A5%20(1)_%CF%84%CE%B5%CE%BB.pdf
Vogiatzi, X.A., Charitaki, G. and Kourkoutas, E. (2021) Assessing Psychometric Properties of the Sentiments, Attitudes and Concerns about Inclusive Education Scale in a Greek-Speaking Sample of Inservice Teachers. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-021-09554-x
Slee, R. (2016) Diversity at Risk in an Age of Exclusion. The International Journal of Diversity in Education, 16, 45-58.
https://doi.org/10.18848/2327-0020/CGP/v16i03/45-58
Gazette of the Government of the Hellenic Republic (2012) Low No. 4074 of 2012. Ratification of the Convention on the Rights of Persons with Disabilities and the Optional Protocol to the Convention on the Rights of Persons with Disabilities. (In Greek)
https://www.hellenicparliament.gr/Nomothetiko-Ergo/Anazitisi-Nomothetikou-Ergou?law_id=496c717b-9601-4f93-b0ff-3907fea1ae1e
Markodimitraki, M., Charitaki, G., Kypriotaki, M., Fragogianni, M.E. and Kypriotakis, G. (2022) The Role of Marital Satisfaction and Social Activities on Parents’ Self-Perception: Evidence from Greek Families of Children with and without Disabilities. International Journal of Developmental Disabilities.
https://doi.org/10.1080/20473869.2022.2109929
Giannocosta, S. (2016) Quantitative Research among Final Year Students of the Department of Business Administration A.T.E.I. Patras for the Realization of Postgraduate Studies and the Investigation of the Areas of Interest of Their Professional Career. University of Patras, Patras. (In Greek)
http://repository.library.teimes.gr/xmlui/handle/123456789/4556
Koulogeorgiou, D. and Nikita, D. (2018) Research Methodology: Theory and Application. The Effect of Work Environment on Employee Performance. University of Patras, Patras. (In Greek)
http://repository.library.teimes.gr/xmlui/bitstream/handle/123456789/7263/%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20-%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20.pdf?sequence=1
Koulis, S. (2019) Capturing the Level of Teaching Self-Efficacy and Highlighting the Educational Needs of Mathematics Teachers. Greek Open University, Patras. (In Greek)
https://apothesis.eap.gr/bitstream/repo/44557/1/112800_%ce%9a%ce%9f%ce%a5%ce%9b%ce%97_%ce%a3%ce%a4%ce%91%ce%a5%ce%a1%ce%9f%ce%a5%ce%9b%ce%91.pdf
Bania, F., Gianniki, M., Giannakoudi, S., Charitaki, G., Matzaroglou, C. and Billis, E. (2022) The Interaction with Disabled Persons Scale (IDPS): Evidencing Construct Validity with Factor Analysis and Measurement Invariance in Greek-Speaking Healthcare Students. Disability and Rehabilitation, 44, 3196-3203.
https://doi.org/10.1080/09638288.2020.1850890
Proedrou, M., Bouboukas, E., Sahini, E., Karahaliou, A.P., Tzenou, G., Tsoukala, B., Scott, H. and Triantafyllidou, D. (2012) Innovation, Research & Technology-Feature: Ethics and Ethics in Scientific Research. (In Greek)
https://helios-eie.ekt.gr/EIE/bitstream/10442/12973/2/full_issue_81.pdf
Hair, J.F., Babin, B., Money, A.H. and Samuel, P. (2003) Essentials of Business Research Methods. John Wiley & Sons, Inc., New York.
https://www.worldcat.org/title/essentials-of-business-research-methods/oclc/935499609?referer=di&ht=edition
Kamoutsa, I., Kotsifi, M. and Nikolakopoulou, T. (2011) Perceptions of Primary School Teachers in Relation to Attention Deficit Hyperactivity Disorder. Heraklion, 28-36. (In Greek)
https://apothesis.lib.hmu.gr/bitstream/handle/20.500.12688/1184/Kamoutsa_Kotsifi_Nikolakopoulou.2011.pdf?sequence=1&isAllowed=y
Vogiatzi, C.A., Charitaki, G., Kourkoutas, E. and Forlin, C. (2022) The Teacher Efficacy for Inclusive Practices (TEIP) Scale: Further Evidence for Construct Validity in Greek-Speaking Teachers. Prospects.
https://doi.org/10.1007/s11125-022-09605-w
Antoniou, A.S., Geralexis, I. and Charitaki, G. (2017) Special Educators’ Teaching Self-Efficacy Determination: A Quantitative Approach. Psychology, 8, 1642-1656.
https://doi.org/10.4236/psych.2017.811108
Baralis, G., Soulis, S., Lappas, D. and Charitaki, G. (2012) Providing Students with Mild Mental Retardation the Opportunity to Solve Division Problems Related to Real Life. HMS International Journal for Mathematics in Education, 4, 195-206.
