EduPort, 10(1)

INTERVENTION OPTIONS FOR PUPILS WITH ATTENTION DEFICIT AND BEHAVIORAL DISORDERS IN MAINSTREAM PRIMARY EDUCATION: A CASE STUDY

Barbora Lanková1, Tereza Hajncová1, Anežka Fousková1, Kamila Bitalová1,2, Ilona Pešatová,3 Michal Vostrý3,4
1 Department of pre-primary and primary education, Faculty of Education, J. E. Purkyně University in Ústí nad Labem, Czechia
2 Department of specific medical disciplines, Faculty of Health Studies, J. E. Purkyně University in Ústí nad Labem, Czechia
3 Department of special and social education, Faculty of Education, J. E. Purkyně University in Ústí nad Labem, Czechia
4 Department of Occupational Therapy, Faculty of Health Studies J. E. Purkyně University in Ústí nad Labem, Czechia

This article focuses on the possibilities of pedagogical and special educational interventions for a pupil with attention and behavioural difficulties educated in a mainstream primary school. The aim of the study is to analyse, through a case study approach, the manifestations of the pupil’s difficulties in the areas of attention, self-regulation, and social adaptation within the school environment, and to describe the support measures implemented in the context of inclusive education. The case study is based on long-term monitoring of the pupil and draws on the analysis of medical documentation, school records, teachers’ reports, and collaboration between the school, counselling services, and healthcare professionals. Particular attention is paid to pedagogical and special educational strategies aimed at adapting educational conditions, structuring instruction, and supporting attention, behaviour, and school adjustment, including cooperation with the pupil’s family. The article reflects the dynamic nature of the difficulties over time, the influence of environmental factors, and the importance of systematic and coordinated support among the key stakeholders in the educational process. The findings highlight the significance of early identification of difficulties, individualisation of pedagogical approaches, and interdisciplinary collaboration in stabilising the pupil’s functioning in mainstream education. In conclusion, the article discusses the benefits and limitations of the case study approach in primary education and offers implications for educational practice in working with pupils with attention and behavioural difficulties in mainstream schools.

Keywords: attention and behavioural difficulties, pedagogical intervention, special education support, inclusive education, case study

Published: January 1, 2026  Show citation

ACS AIP APA ASA Harvard Chicago IEEE ISO690 MLA NLM Turabian Vancouver
Lanková B, Hajncová T, Fousková A, Bitalová K, Pešatová I, MV, . INTERVENTION OPTIONS FOR PUPILS WITH ATTENTION DEFICIT AND BEHAVIORAL DISORDERS IN MAINSTREAM PRIMARY EDUCATION: A CASE STUDY. EduPort. 2026;10(1):.
Share...
Download citation
  • BibTeX (.bib)
  • Bookends (.ris)
  • EasyBib (.ris)
  • EndNote (.enw)
  • EndNote 8 (.xml)
  • ISI WoS (.isi)
  • Medlars (.medlars)
  • Mendeley (.ris)
  • MODS (.xml)
  • Papers (.ris)
  • RefWorks (.txt)
  • RefManager (.ris)
  • RIS (.ris)
  • MS Word (.xml)
  • Zotero (.ris)
    • Open full article

    References

    1. Acri, M., Chacko, A., Gopalan, G., & McKay, M. (2017). Engaging Families in Treatment for Child Behavior Disorders: A Synthesis of the Literature. The Wiley Handbook of Disruptive and Impulse-Control Disorders, 391-409. https://doi.org/10.1002/9781119092254.ch24 Go to original source...
    2. Ayano, G., Demelash, S., Gizachew, Y., Tsegay, L., & Alati, R. (2023). The global prevalence of attention deficit hyperactivity disorder in children and adolescents: An umbrella review of meta-analyses. Journal of Affective Disorders, 339, 860-866. https://doi.org/10.1016/j.jad.2023.07.071 Go to original source...
    3. Bellaert, N., Morreale, P. A., & Tseng, W.-L. (2023). Peer functioning difficulties may exacerbate symptoms of attention-deficit/hyperactivity disorder and irritability over time: A temporal network analysis. Journal of Child Psychology and Psychiatry, 65(2), 227-236. https://doi.org/10.1111/jcpp.13856 Go to original source...
    4. Bikic, A., Reichow, B., McCauley, S. A., Ibrahim, K., & Sukhodolsky, D. G. (2017). Meta-analysis of organizational skills interventions for children and adolescents with Attention-Deficit/Hyperactivity Disorder. Clinical Psychology Review, 52, 108-123. https://doi.org/10.1016/j.cpr.2016.12.004 Go to original source...
    5. Bussanich, G., Harrison, J. R., Peltier, C., Patel, A., Mehta, P., & Patel, K. (2025). School-Based Social Skills Interventions for Youth With ADHD: A Systematic Review and Meta-Analysis. Journal of Attention Disorders. https://doi.org/10.1177/10870547251364578 Go to original source...
    6. Dahl, V., Ramakrishnan, A., Spears, A. P., Jorge, A., Lu, J., Bigio, N. A., & Chacko, A. (2020). Psychoeducation interventions for parents and teachers of children and adolescents with ADHD: A systematic review of the literature. Journal of Developmental and Physical Disabilities, 32(2), 257-292. https://doi.org/10.1007/s10882-019-09691-3 Go to original source...
    7. Faraone, S. V., Banaschewski, T., Coghill, D., Zheng, Y., Biederman, J., Bellgrove, M. A., et al. (2021). The World Federation of ADHD International Consensus Statement: 208 evidence-based conclusions about the disorder. Neurosci. Biobehav. Rev. 128, 789-818. doi: 10.1016/j.neubiorev.2021.01.022 Go to original source...
    8. Ferretti, N. M., King, S. L., Hilton, D. C., Rondon, A. T., and Jarrett, M. A. (2019). Social Functioning in Youth with Attention-Deficit/Hyperactivity Disorder and Sluggish Cognitive Tempo. Yale J. Biol. Med. 92, 29-35.
    9. Gaastra, G. F., Groen, Y., Tucha, L., & Tucha, O. (2016). The effects of classroom interventions on off‑task and disruptive classroom behavior in children with symptoms of attention‑deficit/hyperactivity disorder: A meta‑analytic review. PLoS ONE, 11(2), e0148841. https://doi.org/10.1371/journal.pone.0148841 Go to original source...
    10. Greene, R. W., Ablon, J. S., & Goring, J. (2020). Managing ODD and ADHD in the classroom: Evidence-based practices. Frontiers in Psychiatry. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7433315/
    11. Iznardo, M., Rogers, M. A., Volpe, R. J., Labelle, P. R., & Robaey, P. (2020). The effectiveness of Daily Behavior Report Cards for children with ADHD: A meta-analysis. Journal of Attention Disorders, 24(12), 1623-1636. https://doi.org/10.1177/1087054717734646 Go to original source...
    12. Kates, M. S., & LaFreniere, L. S. (2025). School-based interventions for attention-deficit/hyperactivity disorder (ADHD) in middle schools: A review of the literature. Education Sciences, 15(9), 1225. https://doi.org/10.3390/educsci15091225 Go to original source...
    13. Kawas, R., Masi, G., & Vitiello, B. (2021). Oppositional defiant disorder in school-aged children: Assessment and interventions. Frontiers in Psychiatry. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8467562/
    14. Kirova, A.‑M., Kelberman, C., Storch, B., DiSalvo, M., Woodworth, K. Y., Faraone, S. V., & Biederman, J. (2019). Are subsyndromal manifestations of attention deficit hyperactivity disorder morbid in children? A systematic qualitative review of the literature with meta‑analysis. Psychiatry Research, 274, 75-90. https://doi.org/10.1016/j.psychres.2019.02.003 Go to original source...
    15. McDougal, E., Tai, C., Stewart, T. M., et al. (2023). Understanding and supporting attention deficit hyperactivity disorder (ADHD) in the primary school classroom: Perspectives of children with ADHD and their teachers. Journal of Autism and Developmental Disorders, 53, 3406-3421. https://doi.org/10.1007/s10803-022-05639-3 Go to original source...
    16. National Institute for Health and Care Excellence. (2018). Attention deficit hyperactivity disorder: Diagnosis and management (NICE guideline NG87) (Updated September 2019). https://www.nice.org.uk/guidance/ng87
    17. Njardvik, U., Wergeland, G. J., Riise, E. N., Hannesdottir, D. K., & Öst, L.-G. (2025). Psychiatric comorbidity in children and adolescents with ADHD: A systematic review and meta-analysis. Clinical Psychology Review, 118, 102571. https://doi.org/10.1016/j.cpr.2025.102571 Go to original source...
    18. OECD. (2020). Policy approaches and practices for the inclusion of students with ADHD. https://www.oecd.org/content/dam/oecd/en/publications/reports/2020/12/policy-approaches-and-practices-for-the-inclusion-of-students-with-attention-deficit-hyperactivity-disorder-adhd_9af841c6/49af95e0-en.pdf
    19. Richardson, M., Moore, D. A., Gwernan-Jones, R., Thompson-Coon, J., Ukoumunne, O., Rogers, M., Whear, R., Newlove-Delgado, T. V., Logan, S., Morris, C., Taylor, E., Cooper, P., Stein, K., Garside, R., & Ford, T. J. (2015). Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: Systematic reviews of quantitative and qualitative research. Health Technology Assessment, 19(45), 1-470. https://doi.org/10.3310/hta19450 Go to original source...
    20. Rimm-Kaufman, S. E., & Hamre, B. K. (2020). Conceptualizing and measuring classroom processes: The role of environment in supporting children's development. Early Education and Development, 31(4), 473-492. https://doi.org/10.1080/10409289.2020.1715664 Go to original source...
    21. Soto, E. F., Irwin, L. N., Chan, E. S. M., Spiegel, J. A., & Kofler, M. J. (2021). Executive functions and writing skills in children with and without ADHD. Neuropsychology, 35(8), 792-808. https://doi.org/10.1037/neu0000769 Go to original source...
    22. Staff, A. I., Oosterlaan, J., van der Oord, S., van den Hoofdakker, B. J., & Luman, M. (2023). The relation between classroom setting and ADHD behavior in children with ADHD compared to typically developing peers. Journal of Attention Disorders, 27(9), 939-950. https://doi.org/10.1177/10870547231167522 Go to original source...
    23. Stern, A., Agnew-Blais, J. C., Danese, A., Fisher, H. L., Matthews, T., Polanczyk, G. V., Wertz, J., & Arseneault, L. (2020). Associations between ADHD and emotional problems from childhood to young adulthood: A longitudinal genetically sensitive study. Journal of Child Psychology and Psychiatry, 61(11), 1234-1242. https://doi.org/10.1111/jcpp.13217 Go to original source...
    24. Wolraich, M. L., Hagan, J. F., Jr., Allan, C., Chan, E., Davison, D., Earls, M., … Zurhellen, W. (2019). Clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics, 144(4), e20192528. https://doi.org/10.1542/peds.2019-2528 Go to original source...
    25. Yegencik, B., Daley, D., Hughes, J., Sonuga-Barke, E., & Thompson, M. (2025). School-based randomized controlled trials for ADHD and related outcomes: A systematic review and meta-analysis. Frontiers in Psychology, 16, 1611145. https://doi.org/10.3389/fpsyg.2025.1611145 Go to original source...

    This is an open access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0), which permits non-comercial use, distribution, and reproduction in any medium, provided the original publication is properly cited. No use, distribution or reproduction is permitted which does not comply with these terms.


    Return to the content