Teacher Perceptions, Beliefs, and Interventions regarding Children with Attention Deficit Disorders

Hawkins, Jacqueline; Martin, Sylvia; Blanchard, Kathryn M.; Brady, Michael P.

doi:10.1080/01626620.1991.10462773

Cited by 15 publications

(10 citation statements)

References 18 publications

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“…In fact, 77% of preschool teachers in this study reported that it was not easy to tell which preschoolers have ADHD and 65% of preschool teachers reported that they did not understand how ADHD is assessed. This finding supports past research that has found that less than one third of general education and special education teachers have been trained to use specific identification techniques for students with ADHD (Hawkins et al, 1991).…”

Section: Discussionsupporting

confidence: 92%

“…Research has also generated support for the characteristics of ADHD and many studies have specifically found that (a) attention problems in children with ADHD do continue through adolescence, (b) boys are more likely than girls to have ADHD, and (c) attentional problems can exist without concomitant hyperactivity (Barkley, 1998). Research has investigated teachers' knowledge of these characteristics and found that 50-71% of teachers of school-aged children believed that attention problems continue through adolescence (Hawkins, Martin, Blanchard, & Brady, 1991;Jerome et al, 1994). Research has also found that 80% of elementary teachers reported accurate answers related to the prevalence of ADHD in boys and girls (i.e., more common in boys; Jerome et al, 1994) and 79% of teachers representing elementary, middle, and secondary grade levels correctly indicated that students can have attentional deficits without hyperactivity (Hawkins et al, 1991).…”

Section: Teacher Experiences Knowledge and Opinionsmentioning

confidence: 99%

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Preschool Teachers' Knowledge, Opinions, and Educational Experiences with Attention Deficit/Hyperactivity Disorder

Stormont

Stebbins

2005

Teacher Education and Special Education: The Journal of the Tea

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The main purpose of this exploratory study was to investigate preschool teachers' past educational experiences, knowledge, and opinions related to ADHD. A second purpose was to determine if specific teacher variables (e.g., years of experience) were associated with higher knowledge of ADHD as measured by a criterion-referenced test. One hundred thirty-eight preschool teachers completed a questionnaire that included demographical information and questions related to knowledge and experiences with ADHD in preschoolers. Descriptive findings indicated that preschool teachers' most common educational experiences related to ADHD included reading articles in magazines and journals. In addition, preschool teachers did not feel that they knew very much about the process of assessing ADHD in preschoolers. Analyses of teacher variables revealed that teachers with graduate level educations did better on the test on ADHD than teachers with vocational or high school level educations. Results also indicated that teachers' ratings of their own knowledge of ADHD were not associated with test performance. The implications of these findings for professional development are discussed.

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Section: Discussionsupporting

confidence: 92%

Section: Teacher Experiences Knowledge and Opinionsmentioning

confidence: 99%

Preschool Teachers' Knowledge, Opinions, and Educational Experiences with Attention Deficit/Hyperactivity Disorder

Stormont

Stebbins

2005

Teacher Education and Special Education: The Journal of the Tea

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“…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).…”

Section: Discussionsupporting

confidence: 90%

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

Stormont

Stebbins

2001

Psychology in the Schools

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The main purpose of this study was to explore preschool teachers' ratings of both the perceived importance of and their comfort levels implementing interventions for children with AD/HD. Participants included 138 teachers from licensed child care facilities. Teachers completed a questionnaire that required them to rate, on a 7-point Likert-type scale, the importance of 43 interventions and how comfortable they would be executing the strategy if asked to do so in the classroom. Overall, teachers concluded that the majority of the interventions were mostly important and believed they would be comfortable using the strategies. In addition, findings indicated that preschool teachers' importance and comfort ratings were highly correlated. Teacher variables (i.e., years of teaching experience, educational level, and having a student with AD/HD) were not correlated with, or discriminative of, comfort and importance ratings. The implications of these findings are discussed.

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“…Of the relatively small number of school-based studies, most have focused upon the effectiveness of teacher observations for the identification of ADHD (Atkins, Pelham, & Licht, 1989;DuPaul & Stoner, 1994), or upon teachers' perceptions regarding medication and treatment (Amirkhan, 1982;Brophy & McCaslin, 1992). Only a few studies have examined teachers' beliefs and knowledge relating to general issues of identification, diagnostic criteria, and treatment of students with ADHD (Germayne, 1994;Hawkins, Martin, Blanchard, & Brady, 1991;Jerome, Gordon, & Hustler, 1994;Jerome, Washington, Laine, & Segal, 1999).…”

Section: Adhd In the School Settingmentioning

confidence: 99%

Knowledge and attitudes about Attention-Deficit Hyperactivity Disorder (ADHD): A comparison between practicing teachers and undergraduate education students

2004

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The knowledge and attitudes of practicing teachers regarding ADHD were compared with those of undergraduate education students. Key elements of studies of American and Canadian teachers by Jerome, Gordon, and Hustler (1994) and Jerome, Washington, Laine, and Segal (1999) were replicated. Information was gathered about participants' demographic background (training in ADHD), attitudes towards ADHD, and knowledge about its diagnosis and treatment. Results confirmed the existence of some knowledge gaps, although both practicing teachers and undergraduate education students possessed sound information about ADHD. Misconceptions about ADHD primarily concerned dietary treatment. Attitudes and knowledge were significantly correlated and most participants regarded ADHD as a valid diagnosis with implications for the school setting, and expressed a desire for comprehensive training. Despite similar results for both samples, teachers achieved higher accuracy on knowledge-based questions. These results are discrepant from those of Jerome et al. (1999) who found teachers and students to be similar in factual knowledge. Implications of these findings for curriculum development in academia and in-service teacher training are highlighted.

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Teacher Perceptions, Beliefs, and Interventions regarding Children with Attention Deficit Disorders

Cited by 15 publications

References 18 publications

Preschool Teachers' Knowledge, Opinions, and Educational Experiences with Attention Deficit/Hyperactivity Disorder

Preschool Teachers' Knowledge, Opinions, and Educational Experiences with Attention Deficit/Hyperactivity Disorder

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

Knowledge and attitudes about Attention-Deficit Hyperactivity Disorder (ADHD): A comparison between practicing teachers and undergraduate education students

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