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.

中文翻译：

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对注意力不集中的学生进行积极和果断的管教

该研究的目的是检查学生和教师在预测克罗地亚包容性小学班级中积极和自信的纪律程序方面的特征。这项研究是在克罗地亚 125 所小学的教师（N = 539）中进行的，他们评估了自己和他们的学生，9 种症状中至少有 7 种注意力不集中。教师评估他们与每个学生的关系，并对范德比尔特 ADHD 教师评定量表（多动-冲动、反社会和情绪问题）和不当行为管理策略量表（积极和自信的纪律程序）进行评估。奖励，赞美，当教师评估他们与这些学生有积极的人际关系时，他们更常将积极强化应用于反社会症状更明显且学习成绩较差的学生。要对学生实施制裁和负面后果，重要的是学生表现出更多的反社会症状。通过应用积极的纪律措施实现高质量的包容性工作需要了解学生的发展特征并投资于与他们建立积极的人际关系。