Murray, Rabiner and Hardy examined teacher reports (36 teachers completed questionnaires for 92 students in five predominantly low-income minority schools) that revealed variable implementation of management strategies with frequent use of class-wide structure and organizational interventions, and less frequent assignment modifications and individual behavior plans. The authors reported teachers appear to differentiate some management strategies based on the presence of attention problems, but their self-reported implementation was not aligned with best practice guidelines.
– Journal of Attention Disorders. 2011. 15,638-645