THE DEVELOPMENT OF A SUPPORT PROGRAMME FOR GRADE R TEACHERS TO

FACILITATE KNOWLEDGE OF ATTENTION DEFICIT HYPERACTIVITY DISORDER AND EMERGENT LITERACY IN A DISTRICT OF TSHWANE

Presenter: Dr. Marguerite De Jongh; 27 October 2017

Co-Supervisors (Prof. Wilna Basson & Prof. Anna-Marie Wium)

• Completed - January 2017 @SMU • Why? Embarked on this journey: Both of professional & personal nature • Initial purpose for research: Search for answers – re. management of

ADHD - a multi-dimensional disorder Professional & personal goals included: • To bring about change – HOW colleagues in education view & understand ADHD ; IMPACT learners → ADHD • To make teachers aware of collaboration → role players in SA educational context … (ADHD)

►Develop a support programme - assist Grade R teachers … management

THE PhD JOURNEY … (My story)

•WHAT? ADHD - most common psychiatric disorder → children •Core symptoms (Inattention & Hyperactivity) mostly recognised preschool years (Suvarna & Kamath, 2009)

•Preschool learners → ADHD ►risk developing emergent literacy /EL problems (phonological awareness / PA)

•PA – pre-requisite → development of reading and writing (Sims & Lonigan, 2013; Wessels, 2011).

•Estimate: 60%+ ADHD present with learning disorder •Rationale: Many teachers → insufficient training deal with barriers 2 learning (Wium, 2010) → ADHD & …

•Recognise link → ADHD & EL •Gap identified in literature (internationally)… limited effective ADHD programmes → preschool teachers (Lawrence, 2012)

•Gap identified in literature (SA)… No support programmes → pre-school teachers - ADHD (Kern, Amod, Seabi, & Vorster, 2015).

BACKGROUND; RATIONALE & AIM of the RESEARCH …

►Need identified: Quality support programmes → Grade R educators → inclusive educational environment •Policy changes → SA educational setting: Change → supporting child with barriers 2 learning → supporting the teacher ►will support learners with barriers to learning (ADHD) (Wium & Louw, 2013)

• IMPACT→ development of EL ►reading and writing (Lopes, 2008;

Wessels, 2011)

The AIM of the research: To develop a support programme for Grade R teachers on ADHD and emergent literacy and To determine the efficacy of this programme

BACKGROUND; RATIONALE & AIM of the RESEARCH (Cont’d)

Objective 1 To determine whether the support programme improved the participants’ general knowledge on ADHD Objective 2 To determine whether the support programme improved the participants’ knowledge on the management of ADHD Objective 3 To determine whether the support programme improved the participants’ general knowledge on emergent literacy Objective 4 To determine whether the support programme improved the knowledge of the participants on the management of emergent literacy Objective 5 To compare the knowledge of township and urban Grade R teachers regarding ADHD and emergent literacy after attending the support programme Objective 6 To explore the way in which the support programme was experienced by the participants

OBJECTIVES OF THE RESEARCH

WHAT? Mixed method design, integrating quantitative & qualitative domains to: Address the aim & Confirm & validate findings

• Structure of research → i.t.o. design, implementation & evaluation of programme

•→ provided by various phases & steps of the Intervention Research Model (Thomas & Rothman, 1994)

• Next slide: adapted version of this model (Table 1)

METHODOLOGY …

METHODOLOGY …

Preparation Phase: Planning & Approval

Phase 1: Programme Development

Phase 2: Programme Implementation & Data Collection

Phase 3: Programme Evaluation: Data Analysis & Dissemination of Results

Step 1

Permission from DBE, School

Research Ethics Committee (SREC) and

Medunsa Research Ethics Committee

(MREC)

Step 1

Review relevant literature

Step 1

• Brief district facilitator (DBE)

• Invite teachers to participate in the

support programme

Step 1

Quantitative data analysis (close-

ended questions)

Step 2

Develop baseline questionnaire –

Questionnaire 1

Step 2

Develop the support programme

and training manual

Step 2

Informed consent

Step 2

Qualitative data analysis (open-

ended questions)

Step 3

• Brief district facilitator (DBE)

• Invite teachers to participate in the

support programme

Step 3

• Finalise Questionnaires 1 & 2

• Finalise focus group questions

• Finalise the focus group questions

Step 3

Baseline data collection

(Questionnaire 1: Pre-training)

Step 3

Qualitative data analysis (focus

groups)

Step 4

Programme implementation

Step 4

• Dissemination of results

• Report to the DBE

Step 5

Post-training data collection

(Questionnaire 2)

Step 6

Focus group discussions

Bronfenbrenner’s ecosystemic model (1979; 2005)

ALSO utilised → development of support programme (Figure 1) ► In inclusive educational environments different ecological systems & role players continuously:

Support Interact & Impact on → teachers’ & learner’s development

FRAMEWORK …

FRAMEWORK … (Cont’d) (Figure 1)

CHRONOSYSTEM

Macrosystem: Policy decisons: DoE & DBE (to

instill values, respect, traditions beliefs) that underly

education Exosystem: Education

system, social development, health services, media,

district, community, DBST e.g. therapists, psychologists

etc., resources

Mesosystem: School & home settings

(interaction), HOD, IBST

Microsystem: Relationship between

microsystems: Learner; classroom; school;

peers, teacher, parent

Grade R learner with ADHD

(Age, health, sex, language etc.)

Figure 2.

The support programme ALSO developed & guided by adult learning theories & adult leaning principles & factors influencing professional development (Knowles, 1975)

FRAMEWORK … (Cont’d)

The adult learner

Adult learning theories (& adult learning principles)

Andragogy

Factors influencing adult learning & professional development/training

Implications for the research: Adult learning theories and

factors influencing professional development

• Implemented: District of Tshwane → two groups: included • Attendance: (n=65) = 44 township & 21 urban school Grade R participants; different days • Emphasised Grade R teachers role →identification & management → ADHD related 2 EL • Importance → cooperation between role players stressed (Figure 3)

IMPLEMENTATION OF THE PROGRAMME

Questionnaires •Two questionnaires completed: Baseline questionnaire & adapted version: Determine Grade R teachers’ knowledge → ADHD & EL

Validity ↑ → triangulating data ► 2 focus group discussions •Additional information obtained – moderator’s field notes

DATA COLLECTION …

Baseline Questionnaire

Training Adapted Questionnaire

Data analysis (Questionnaires) •Descriptive statistics: Raw data (quantitative & qualitative) (pre- & post-training

questionnaires) describe & compare data

• Inferential statistics - analyse quantitative data The Mc Nemar test reflected ‘actual’ improvement in knowledge & indicating statistically significant differences between pre- & post-

training data i.e. to determine if the programme had a positive effect on the teachers’ knowledge ADHD & EL

Fisher exact test: Determine significant differences in knowledge (2 groups → post-training) Results → 2 groups compared (post-training)

DATA ANALYSIS …

Data analysis (Focus group discussions) •Discussions recorded ► quotes transcribed ►translated → English ►information organised & grouped into categories

•► categories analysed ► divided → closed themes ►presented

•►Data analysis: To Provide / formulate → overall description of the outcome of the research → result of training (need of Grade R teachers addressed?)

DATA ANALYSIS (cont’d)

PRE-TRAINING RESULTS: •NB: Difference in pre-training knowledge → 2 groups •Urban participants: Overall better knowledge → ADHD & EL •Urban: More diversity in answers re. management ► •Urban: Hands-on experience & more diversity → type of support provided •Results emphasised INEQUALITIES in education levels of 2 groups

WHY? •Urban: Prior knowledge •Township: Previously disadvantaged •Majority township participants (84.1%) – educational levels →NQF level 5 (vocational certificate), differed significantly (p < 0.001) from urban participants (76.2%) - NQF level 6 & majority on NQF level 7

RESULTS (Questionnaires) …

POST-TRAINING RESULTS As a result of the training: •BOTH GROUPS improved general knowledge → ADHD & knowledge on identification, diagnosis and management of ADHD &

•↑ knowledge ADHD → impact → EL • Increased awareness of multi-modal management options 4 ADHD: Pharmacotherapy (medication) Behavioural & classroom management Different types of support provided (different role players) → inclusive educational environment

RESULTS (Questionnaires) …

CONCLUSION - POST-TRAINING RESULTS (QUESTIONNAIRE) Comparison of results for the 2 groups •Comparable knowledge → both groups •NO STATISTICALLY SIGNIFICANT DIFFERENCE IN THE QUANTITATIVE RESULTS → OVERALL KNOWLEDGE → on ADHD & EL (Table 2)

• … Township participants’ knowledge improved more •THUS: Township participants benefitted MORE → training

Interpretation: • Urban participants → prior knowledge • Inequalities in education levels 2 groups emphasised → scope 4 improvement in knowledge → training → impact on management

RESULTS (Questionnaires – Cont’d)

RESULTS : COMPARISON OF 2 GROUPS (Fisher exact test)

Aspects assessed p-values Statistically significant difference

(Yes/No) for the two groups

Understanding of ADHD  0.194 No

Diagnosis of ADHD 0.122 No

Referral process 0.296 No

ADHD symptoms 0.822 No

Activity levels associated with ADHD 0.456 No

Participants’ opinions on the behaviour of learners 0.217 No

Maturity levels of learners with ADHD 1.000 No

Teacher support for learners with ADHD 0.789 No

External support provided to learners with ADHD 0.789 No

Impact of pharmacotherapy on ADHD behaviour 0.203 No

Characteristics of emergent literacy 0.242 No

Teacher support for emergent literacy 0.655 No

Post-training results (FOCUS GROUPS) •Two main themes (2 groups): Value of the programme Participants’ suggestions /recommendations

•Overall: Positive feedback → 2 groups: Both groups felt empowered Appreciated training Sense of confidence ►indicated enhanced awareness & understanding

of ADHD → EL

RESULTS (Focus group discussion) …

Post-training results • Additional information for development of the programme & future

implementation: Findings → implications future training - teachers in SA context Need: additional training (greater - township participants) - previous inequalities Training – presented - more days Training: Expanded → ALL educators in Foundation Phase Training: Expanded → ALL other stakeholders (e.g. parents)

• Suggestions from participants: Make DBE aware of findings DBE & DoH involved in training of stakeholders & DBE & DoH help raise awareness on ADHD → re. complex nature ADHD Support for teachers → lifelong investment in teachers’ skills

RESULTS (Focus group discussion - Cont’d)

PARTICIPANTS’ FEEDBACK …

“My family asked me whether the course was worth it. I answered yes, they

did not waste my time. I can actually account for what I have learned here

… I felt that I could walk out … and teach somebody else about it.”

(Participant from an urban school context)

“… a burden has come off our shoulders!”

(Participant from a township school context)

•Research contributed: Fields of ADHD & teacher development in SA education landscape Additional: Role of SLT in teacher support Context specific support (township; semi- & rural contexts)

•Training emphasise - need 4 support of Grade R teachers → ADHD & EL • Training emphasised → the significance of identification & management (ADHD) → providing → foundation 4 social development & academic success → ADHD learners

•Training emphasised: Need: Explicit training & resource material (Manual) → ADHD & EL

RESEARCH CONTRIBUTIONS …

•Teachers’ aknowledged -improved knowledge ►impact on other systems (e.g. home)

• Support programme & resource material → can be adapted → train other role players e.g. parents

“The learner does not exist in isolation from surrounding systems, but rather they help determine success in his or her academic career … If all the systems work well together all learners in schools, even those who

experience barriers, should benefit.” (Mahlo, 2011)

•Support programme presented → by various role players e.g. SLT’s •Study design (embedded in Intervention Research Model (IRM) VALUABLE → duplicated → further research OR → development support programmes in educational contexts &

•Study provided → point of reference 4 adaptation &/ or development of other support programmes (ADHD & EL)

RESEARCH CONTRIBUTIONS (Cont’d)

SO WHAT?

• SLT’s become involved - development of support programmes for teachers, parents & other role players/ stakeholders on ADHD = need

• Why? Scope of practice: identify, manage, provide different service delivery models i.e. collaborative model (Paul & Norbury, 2012) support teachers (basic education)(Kathard et al. 2011)

• International literature (McCartney et al., 2009) & local literature (Wium & Louw, 2011) –

Teachers benefit - support provided by SLT’s • Estimate: 60% ADHD learners present Language disorders • Estimate: 60%- 95% ADHD learners present Language Learning

Disorder • ADHD impacts on EL / (PA) literacy crisis in SA educ landscape

(Lowest in Southern Africa) • THUS: SLT’s emphasize the link & impact of ADHD; language, literacy &

learning • SLT’s supporting teachers – impact on management of ADHD learners

•SMU → support & infrastructure •DBE → consent 2 conduct research •Supervisors: Prof Wilna Basson & Prof Anna-Marie Wium •SASLHA

In the words of Maya Angelou, the ADHD journey made the researcher

realise that:

“There is no greater agony than bearing an untold story inside you.”

THUS supporting her in preparing the dissertation:

The Development of a Support Programme for Grade R Teachers to Facilitate Knowledge of Attention Deficit Hyperactivity Disorder and

Emergent Literacy in a District of Tshwane

THANK YOU …

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References