Positive and Assertive Disciplining of Students with Attention Difficulties

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.