Educator Preferences of Accommodations for Students with Attention Deficit Hyperactivity Disorder

Abstract

The purpose of this study was to assess the accommodation practices and preferences of general, special, and resource educators for working with students with AD/HD. Participants included 129 teachers representing 10 schools. Findings indicated that full-time special educators tried and succeeded with more accommodations than general educators, who in turn were more successful and less resistant than part-time teachers (e.g., specials). Secondary more than elementary teachers felt successful with techniques related to student independence. We discuss the educational implications of our findings for professionals who provide inservice tiaining.

Teachers’ Reported Use of Instructional and Behavior Management Practices for Students with Behavior Problems: Relationship to Role and Level of Training in ADHD

“…In contrast to the above findings, Zentall and Stormont-Spurgin (1995) reported that there were no significant differences between general and special educators in the extent to which they had ''tried and succeeded'' implementing accommodations related to ''changing standards'', ''instructional methods'', ''classroom structure'', and ''consequences'' for students with ADHD. Stang et al (2008) also found no significant differences between general and special educators in the frequency with which they reported providing their students with instruction in self-determination strategies (e.g., goal-setting, selfmanagement).…”

Teachers' comfort and importance ratings for interventions for preschoolers with AD/HD

“…The results also indicated that years of teaching experience, educational level, and the presence of a child with AD/HD in the classroom were not significantly related to intervention ratings. Our findings support previous research with older children that has found that years of teaching experience was not related to the acceptability of different intervention options (Power et al, 1995), beliefs regarding intervention effectiveness (Hawkins et al, 1991), or with intervention preferences (Zentall & Stormont-Spurgin, 1995).…”

“…All of the items were taken from the School Modifications Assessment Checklist (SMAC), which has been used in past research with school-aged children (Zentall & Stormont-Spurgin, 1995). This scale was used to assess subjective perceptions of importance and comfort levels of preschool teachers when presented with interventions for students with AD/HD.…”

“…with intervention preferences (Zentall & Stormont-Spurgin, 1995). However, teachers with more training and experience in the area of AD/HD expressed more confidence in modifying the behavior of children with the disorder (Reid et al, 1994).…”

“…In an investigation of accommodation preferences, Zentall and Stormont-Spurgin (1995) found that general educators and special educators were willing to use and had success with a variety of accommodations for children with AD/HD. However, special educators reported a greater willingness to try new instructional techniques and had more success changing input and output responses than general educators.…”