Positive and Assertive Disciplining of Students with Attention Difficulties

Nataša Vlah, Tena Velki, Smiljana Zrilić


The aim of the research is to examine the characteristics of
students and teachers in predicting positive and assertive
disciplinary procedures in inclusive elementary school classes in
Croatia. The study was conducted with teachers from 125
elementary schools in Croatia (N = 539), who assessed
themselves and their students, with at least 7 out of 9 symptoms
of inattention. Teachers assessed their relationship with each
student and gave assessments on the Vanderbilt ADHD Teacher
Rating Scale (hyperactivity-impulsivity, antisocial and emotional
problems), and the Scale of Misbehavior Management Strategy
(positive and assertive disciplinary procedures). Rewards, praise,
and positive reinforcement are more often applied by teachers
to students with more pronounced symptoms of antisociality and
poorer academic performance when they assess that they have
a positive interpersonal relationship with these students. For
sanctions and negative consequences to be applied to students,
it was only important that the students showed more symptoms
of antisociality. Quality inclusive work through the application of
positive disciplinary measures requires knowledge of the
developmental characteristics of students and investment in a
positive interpersonal relationship with them.


relationship with student; attention deficit disorder; positive disciplining

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