دراسات نفسية وتربوية

The Impact Of Classdojo On Behavioral Problems Among Students With Attention-deficit/hyperactivity Disorder (adhd) In Inclusive Classrooms: Evidence From An International School In Saudi Arabia

Auteurs : Najoua Joubali . Jalila Al-abidi .

Résumé

Teachers frequently face challenges in managing the classroom behavior of students with Attention-Deficit/Hyperactivity Disorder (ADHD) in inclusive educational settings. ClassDojo is a digital classroom management platform designed to reinforce positive behaviors and improve classroom engagement. This study examined the impact of ClassDojo on behavioral problems among students with ADHD in an inclusive classroom. A quasi-experimental design was employed with a sample of 20 students with ADHD enrolled in an international school in Jeddah, Saudi Arabia. The intervention was implemented over a specified period, during which students' behaviors were systematically observed using a Behavioral Observation Checklist for Disruptive Behaviors. The findings revealed a significant improvement in students' classroom behavior following the implementation of ClassDojo. Specifically, the frequency of disruptive behaviors—including aggression, noncompliance with classroom rules, and excessive motor activity—decreased, while positive behaviors such as sustained attention, compliance with classroom expectations, and respect for classroom rules increased. The study concludes that ClassDojo can serve as an effective classroom management tool for supporting positive behavioral outcomes among students with ADHD in inclusive classrooms. It recommends integrating the platform into inclusive educational practices, providing teachers with appropriate professional development to maximize its effectiveness, and encouraging parental engagement to support students' behavioral development. .

Mots clés

ClassDojo ; ; Attention-Deficit/Hyperactivity Disorder (ADHD) ; Inclusive Education ; Disruptive Behaviors