Elementary and Middle School Teachers’ Self-Reported Use of Positive Behavioral Supports for Children With ADHD: A National Survey

Abstract

This study examined elementary and middle school teachers’ self-reported use of behavioral supports for students with attention-deficit/hyperactivity disorder (ADHD) from a national sample of teachers. This information is important given increased attention and emphasis on universal and targeted strategies within problem-solving models in schools. Participants were teachers surveyed from 26 states across North America about their use of behavioral supports for their students with ADHD. Results are grouped by primary (K–2), intermediate (3–5), and middle (6–8) school levels. Results from this survey demonstrate that teachers report using significantly more universal and targeted strategies in the primary and intermediate school levels than teachers in the middle school level, revealing a reduction of behavioral supports for students with ADHD as they move into the middle school years. These findings have have implications for targeting school-based interventions for students with ADHD as they transition into middle school.

Unknown, Unloved? Teachers’ Reported Use and Effectiveness of Classroom Management Strategies for Students with Symptoms of ADHD

“…In-service teachers report that they use behavior modifications (i.e., consequence-based CMSs) and environmental and assignment modifications (i.e., types of antecedent-based CMSs) more frequently for inattentive students than for behavior-typical students (Murray et al 2011). This finding is in accordance with other studies showing that teachers indicate that they apply a wide range of CMSs to students with ADHD (Arcia et al 2000;Blotnicky-Gallant et al 2015;Hart et al 2017;Martinussen et al 2011;Mulligan 2001). Nevertheless, DuPaul et al (2018) found that fewer than two-thirds of students with ADHD currently receive educational support (i.e., school-based educational support, intervention, or accommodation, such as tutoring, extra help from a teacher, preferential seating, extra time to complete work, or being enrolled in special education), and only about one-third of students with ADHD receive classroom management (e.g., reward systems, behavioral modifications, or a daily report card).…”

“…Furthermore, these authors demonstrated that general education teachers with moderate to extensive training in managing ADHD indicate that they use CMSs more frequently than those with no or only brief training. Hart et al (2017), by contrast, found that teachers' reported use of CMSs for students with ADHD is not related to teachers' years of experience and training in ADHD. There is evidence that teachers with more knowledge of ADHD are more prepared to seek professional services and to perceive treatment, including changes within the classroom, as beneficial (Ohan et al 2008).…”

“…Few studies have examined teachers' knowledge or use of evidence-based CMSs for students with ADHD in school practice (e.g., Arcia et al 2000;Blotnicky-Gallant et al 2015;Hart et al 2017;Martinussen et al 2011;Mulligan 2001;Murray et al 2011). Poznanski et al (2018) examined pre-service teachers' knowledge of CMSs and concluded that important knowledge gaps exist with regard to recognizing effective commands, positive reinforcement skills, and the assessment of on-task behavior.…”

“…Nevertheless, DuPaul et al (2018) found that fewer than two-thirds of students with ADHD currently receive educational support (i.e., school-based educational support, intervention, or accommodation, such as tutoring, extra help from a teacher, preferential seating, extra time to complete work, or being enrolled in special education), and only about one-third of students with ADHD receive classroom management (e.g., reward systems, behavioral modifications, or a daily report card). Indeed, teachers report that they use the more work-intensive and individualized CMSs (e.g., response cost, behavior contract, and daily report card) less often than the CMSs that are less effortful (e.g., preferential seating, simplifying instruction, and praise) (Arcia et al 2000;Blotnicky-Gallant et al 2015;Hart et al 2017;Martinussen et al 2011;Mulligan 2001). Clunies-Ross et al (2008) observed that teachers most often apply proactive (i.e., antecedent-based) CMSs to students with behavioral problems.…”

“…Unfortunately, only a few studies have examined the effectiveness of CMSs for adolescents with ADHD (DuPaul et al 2012;Gaastra et al 2016). Hart et al (2017) examined teachers' reported use of CMSs for children and adolescents with ADHD. The results revealed a reduction in the use of universal and targeted CMSs from primary school to middle school.…”