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Review

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

1
Clinical Child and Adolescent Psychology, Department of Psychology, University of Marburg, 35032 Marburg, Germany
2
Division of Psychiatry & Applied Psychology, Institute of Mental Health, University of Nottingham, Nottingham NG8 1BB, UK
3
Clinical Neuropsychology, Department of Clinical, Developmental and Neuropsychology, Vrije Universiteit Amsterdam, 1081 BT Amsterdam, The Netherlands
4
Department of Clinical Neuroscience, Karolinska Institutet, 171 77 Stockholm, Sweden
5
Norwegian Institute of Public Health, Division of Mental Health, 0473 Oslo, Norway
*
Authors to whom correspondence should be addressed.
Shared first authorship.
Sustainability 2020, 12(17), 6826; https://doi.org/10.3390/su12176826
Received: 24 July 2020 / Revised: 14 August 2020 / Accepted: 19 August 2020 / Published: 22 August 2020
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. View Full-Text
Keywords: ADHD; classroom management strategies; bibliometric review; communication gap; psychology/psychiatry; education ADHD; classroom management strategies; bibliometric review; communication gap; psychology/psychiatry; education
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MDPI and ACS Style

Dort, M.; Strelow, A.E.; French, B.; Groom, M.; Luman, M.; Thorell, L.B.; Biele, G.; Christiansen, H. Bibliometric Review: Classroom Management in ADHD—Is There a Communication Gap Concerning Knowledge Between the Scientific Fields Psychiatry/Psychology and Education? Sustainability 2020, 12, 6826. https://doi.org/10.3390/su12176826

AMA Style

Dort M, Strelow AE, French B, Groom M, Luman M, Thorell LB, Biele G, Christiansen H. Bibliometric Review: Classroom Management in ADHD—Is There a Communication Gap Concerning Knowledge Between the Scientific Fields Psychiatry/Psychology and Education? Sustainability. 2020; 12(17):6826. https://doi.org/10.3390/su12176826

Chicago/Turabian Style

Dort, Martina, Anna E. Strelow, Blandine French, Madeleine Groom, Marjolein Luman, Lisa B. Thorell, Guido Biele, and 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 12, no. 17: 6826. https://doi.org/10.3390/su12176826

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