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

Martina Dort, Anna Enrica Strelow, Blandine French, Madeleine Groom, Marjolein Luman, Lisa B. Thorell, Guido Biele and Hanna Christiansen
Additional contact information
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
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

Sustainability, 2020, vol. 12, issue 17, 1-16

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.

Keywords: ADHD; classroom management strategies; bibliometric review; communication gap; psychology/psychiatry; education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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