The Development of Inclusive Classroom Management to Enhance Executive Functions for Students at Risk of Attention Deficit Hyperactivity Disorder in Chiang Mai

Abstract

This research and development (R&D) study, conducted in inclusive schools in Chiang Mai, aimed to 1) examine the current state of inclusive classroom management for students at risk of Attention Deficit Hyperactivity Disorder (ADHD); 2) develop an inclusive classroom management manual to promote executive functions (EF) for these students; and 3) evaluate the effects of the developed manual. The target group was selected through purposive sampling based on specified criteria and consisted of 10 school administrators and 10 classroom teachers for focus group discussions, as well as 10 classroom teachers and 10 students at risk of ADHD for the implementation phase. Research instruments included focus group interview forms, the SNAP-IV rating scale, the Kasetsart University Executive Function Test for Thai Children (KU-THEF), the developed manual, and satisfaction evaluation forms. Data were analyzed using descriptive statistics and content analysis. The results revealed that 1. The current situation indicated that the target students exhibited very high levels of ADHD-risk behaviors and severe executive function deficits. Meanwhile, teachers’ classroom management practices lacked concrete strategies and specialized knowledge related to executive functions. 2. The developed manual consists of four key components: inclusive classroom management guidelines aligned with executive functions, EF-promoting activities in inclusive classrooms, screening procedures, and evaluation methods. The quality of the manual was rated at a very high level by experts. 3. Regarding the implementation of the manual with the target group, the results indicated that the overall severity level of ADHD-risk behaviors decreased (from a mean score of 78.20% to 54.23%). Furthermore, the mean executive function (EF) T-scores increased from 31.1 to 43.6. These findings demonstrate clear positive development specifically within the studied target group. Additionally, the teachers’ satisfaction with the manual was at the highest level.