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Bibliometric Review: Classroom Management in ADHD—Is There a Communication Gap Concerning Knowledge Between the Scientific Fields Psychiatry/Psychology and Education?

Author

Listed:
  • Martina Dort

    (Clinical Child and Adolescent Psychology, Department of Psychology, University of Marburg, 35032 Marburg, Germany)

  • Anna Enrica Strelow

    (Clinical Child and Adolescent Psychology, Department of Psychology, University of Marburg, 35032 Marburg, Germany
    Shared first authorship.)

  • Blandine French

    (Division of Psychiatry & Applied Psychology, Institute of Mental Health, University of Nottingham, Nottingham NG8 1BB, UK)

  • Madeleine Groom

    (Division of Psychiatry & Applied Psychology, Institute of Mental Health, University of Nottingham, Nottingham NG8 1BB, UK)

  • Marjolein Luman

    (Clinical Neuropsychology, Department of Clinical, Developmental and Neuropsychology, Vrije Universiteit Amsterdam, 1081 BT Amsterdam, The Netherlands)

  • Lisa B. Thorell

    (Department of Clinical Neuroscience, Karolinska Institutet, 171 77 Stockholm, Sweden)

  • Guido Biele

    (Norwegian Institute of Public Health, Division of Mental Health, 0473 Oslo, Norway)

  • Hanna Christiansen

    (Clinical Child and Adolescent Psychology, Department of Psychology, University of Marburg, 35032 Marburg, Germany)

Abstract

Many students with ADHD experience educational attainment difficulties. Nevertheless, evidence-based classroom management strategies (CMS) are seldom used. This science–practitioner gap might be due to a lack of shared knowledge between the scientific fields of psychology/psychiatry and education. This review uses science mapping to explore the basis of the current stock of knowledge in each of the two scientific fields, compares current approaches, and examines whether implementation methods and related barriers are investigated topics. We conducted a systematic search of the literature to identify articles on CMS in ADHD. We then conducted co-citation analyses and bibliographic coupling analysis. The former revealed six clusters of psychology/psychiatry and five clusters of education. Bibliographic coupling analysis resulted in eight clusters, with literature from both fields. The majority of the research is conducted in the field of psychology/psychiatry; teachers’ perspectives are focused only in the field of education. The number of studies on implementation and potential barriers is small. There was thus relatively little communication between the sciences, but the scientific fields have seemed to converge recently. Connecting the scientific fields more and concentrating on implementation methods and barriers is strongly needed to close the science–practitioner gap.

Suggested Citation

  • Martina Dort & Anna Enrica Strelow & Blandine French & Madeleine Groom & Marjolein Luman & Lisa B. Thorell & Guido Biele & Hanna Christiansen, 2020. "Bibliometric Review: Classroom Management in ADHD—Is There a Communication Gap Concerning Knowledge Between the Scientific Fields Psychiatry/Psychology and Education?," Sustainability, MDPI, vol. 12(17), pages 1-16, August.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:17:p:6826-:d:402690
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    References listed on IDEAS

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    1. M. M. Kessler, 1963. "Bibliographic coupling between scientific papers," American Documentation, Wiley Blackwell, vol. 14(1), pages 10-25, January.
    2. Kevin W. Boyack & Richard Klavans, 2014. "Creation of a highly detailed, dynamic, global model and map of science," Journal of the Association for Information Science & Technology, Association for Information Science & Technology, vol. 65(4), pages 670-685, April.
    3. Katherine W. McCain, 1990. "Mapping authors in intellectual space: A technical overview," Journal of the American Society for Information Science, Association for Information Science & Technology, vol. 41(6), pages 433-443, September.
    4. Geraldina F Gaastra & Yvonne Groen & Lara Tucha & Oliver Tucha, 2016. "The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review," PLOS ONE, Public Library of Science, vol. 11(2), pages 1-19, February.
    5. Waltman, Ludo & van Eck, Nees Jan & Noyons, Ed C.M., 2010. "A unified approach to mapping and clustering of bibliometric networks," Journal of Informetrics, Elsevier, vol. 4(4), pages 629-635.
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    Cited by:

    1. Trinidad García & Celestino Rodríguez, 2021. "Sustained Change in ADHD: Interventions and Variables That Lead to Durable Improvements in Symptoms and Quality of Life," Sustainability, MDPI, vol. 13(24), pages 1-3, December.
    2. Anna Szép & Slava Dantchev & Martina Zemp & Malte Schwinger & Mira-Lynn Chavanon & Hanna Christiansen, 2021. "Facilitators and Barriers of Teachers’ Use of Effective Classroom Management Strategies for Students with ADHD: A Model Analysis Based on Teachers’ Perspectives," Sustainability, MDPI, vol. 13(22), pages 1-17, November.

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