Development and Effects of an Instructional Coaching Program Regarding Children with Attention Deficit Hyperactivity Disorder for Elementary School Teachers

Abstract

This is an Open Access article distributed under the terms of the Creative Commons Attribution NoDerivs License. (http://creativecommons.org/licenses/by-nd/4.0)If the original work is properly cited and retained without any modification or reproduction, it can be used and re-distributed in any format and medium. Purpose: The aim of this study was to identify the effects of a newly developed instructional coaching program regarding Attention Deficit Hyperactivity Disorder (ADHD) for teachers. Methods: Seventy teachers participated in this study involving a nonequivalent control group and a pretest-posttest design. The instructional coaching program consisted of eight 60-minute sessions. The program was developed through a theoretical development program involving six steps. To evaluate the effects of the program, data were collected through self-report questionnaires including the Knowledge Scale of Attention Deficit Disorder, Attitude Scale of Primary School Teachers Experiencing Students with ADHD, Practice Scale of Educational Intervention Activity, and the Korean ADHD Rating Scale. Data were analyzed with an independent t test, a chi-square test, and an ANCOVA using SPSS WIN version 20. Results: The intervention program consisted of 3 sectors, 8 subjects, and 24 content items. The experimental group showed a significant improvement in attitudes toward ADHD (F=22.83, p<.001). In addition, teacher's knowledge regarding ADHD (F=7.16, p=.010) and the implementation of instructional interventions (F=4.29, p=.043) improved. Further, teachers reported a reduction in children's ADHD-related behavior (F=4.34, p=.041). Results showed that the coaching program made a positive contribution to teaching skills and understanding of school-age children with ADHD. Conclusion: The instructional coaching program was well structured and significantly improved not only teachers'attitudes, knowledge, and teaching skills but also the behavior of children with ADHD in class. Therefore, the program is recommended as a means of facilitating teaching and managing children with ADHD in class.

Educational Intervention for Increasing Teachers’ ADHD Knowledge, Attitude, and Behavior

“…The results also determined that two mounts after the intervention, compared with the control group, intervention group teachers demonstrated a statistically signi cant increase in their attitude towards children with ADHD. Consist of our nding, desirable changes in teachers' attitude toward students with ADHD were reported after teacher training in previous studies (14,15,23). Also contrary to the present study, there was no signi cant difference between pre/post assessments of teachers' attitudes in a similar study in Saudi Arabia (13).…”

The Effect of An Educational Intervention on Teachers’ Knowledge, Attitude, and Behavior regarding Attention Deficit Hyperactivity Disorder (ADHD)

“…Our results also revealed that two mounts after the intervention, the teachers in the intervention group demonstrated a statistically higher attitude towards children with ADHD. Consistent with our ndings, desirable changes in teachers' attitude toward students with ADHD were reported after teacher training in previous studies (15,16,24).…”

The Effects of ADHD Teacher Training Programs on Teachers and Pupils: A Systematic Review and Meta-Analysis

“…However, a common factor in those studies reporting improvement in teacher behavior post-intervention was an intervention model consisting of multiple sessions over a number of weeks (6-15 weeks). This enabled teachers to use strategies in the classroom and then discuss their success or failure in subsequent meetings (Nadeau et al, 2012;Owens et al, 2017;Park & Park, 2017;Shehata et al, 2016). This enabled a problem-solving approach to address specific behaviors and adapt to an individualized model for each child (Foubister et al, 2020).…”

“…While many teacher training programmes also include behavioral management strategies, few studies report improvements in teachers' use of positive behaviors toward children with ADHD, and with the exception of Park and Park (2017), date from over ten years ago (Bloomquist et al, 1991;Miranda et al, 2002;Rossbach & Probst, 2005). In this context, it is important to recognize that teachers are typically reluctant to endorse more intensive management strategies which impinge on planning and preparation or require additional staff within the classroom.…”