What do ADHD Neuroimaging Studies Reveal for Teachers, Teacher Educators and Inclusive Education?

• Published in: Child & youth care forum Vol. 49; no. 4; pp. 533 - 561
• Main Author: Boon, Helen J.
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.08.2020; Springer; Springer Nature B.V
• Subjects: Ambivalence; Attention Deficit Hyperactivity Disorder; Behavioral Science and Psychology; Brain; Brain Hemisphere Functions; Child and School Psychology; Classroom management; Classroom Techniques; Classrooms; Comparative Analysis; Developmental Disabilities; Diagnostic Tests; Disability; Education; Education policy; Educational Policy; Evidence; Faculty Development; Functional magnetic resonance imaging; Inclusion; Inclusive education; Learning; Medical imaging; Neuroimaging; Preservice Teacher Education; Preservice Teachers; Preservice training; Psychology; Reforms; Research Reports; Review; Systematic review; Teacher Attitudes; Teacher education; Teacher Educators; Teachers; Teaching; Teaching Methods; Neuroimaging; ADHD; fMRI; Professional learning; MRI; Preservice teacher education
• ISSN: 1053-1890; 1573-3319
• DOI: 10.1007/s10566-019-09542-4

Background Ongoing debate about Attention Deficit Hyperactivity Disorder (ADHD) has not resolved ambivalent teacher beliefs about ADHD. This is an important matter since teachers’ beliefs influence their pedagogy, classroom management, and their referral procedures for formal diagnoses of ADHD. They therefore must be provided with up-to-date professional learning about ADHD. Objective To synthesise neuroimaging studies, which examined differences in brain organisation and function in those with ADHD compared to matched unaffected controls. The overarching goal was to enhance teachers’ understanding of ADHD by providing synthesised research findings around the neurological basis of ADHD. Method The PRISMA method was used to search the Medline, PsycINFO, Web of Science and Scopus databases to complete a systematic review of peer-reviewed research that compared individuals with ADHD with matched controls published between 2010 and December 2015. Results The identification and analyses of 174 MRI and fMRI relevant studies across a sample of over 24,000 showed that there are significant differences in neural anatomy and processing in ADHD compared to unaffected matched controls. Conclusions Compelling evidence shows ADHD is a neurodevelopmental disability, not a socially determined set of behaviours. Results point to an urgent need for teacher professional learning and systematic up-to-date preservice teacher education along with inclusive education policy reform.