Teacher perceptions of classroom interventions for children with ADHD: A cross-cultural comparison of teachers in the United States and New Zealand.

Curtis, David; Pisecco, Stewart; Hamilton, Richard; Moore, Dennis W.

doi:10.1521/scpq.2006.21.2.171

Cited by 47 publications

(45 citation statements)

References 41 publications

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“…Additional study content not extracted for this review included attitudes towards interventions for other disorders, measures of ADHD knowledge and measures of educators' experience of interventions. Nineteen [214][215][216][217]222,223,[225][226][227][228][229]233,236,239,240,242,243,246 of the studies used vignettes, meaning that participants read a case description of a child displaying ADHD symptoms and then indicated their beliefs regarding intervention(s) to be used for that case. 214,217,[222][223][224][225][226][227][228][229][233][234][235][236][237][240][241][242][244][245][246][247][248] ).…”

Section: Resultsmentioning

confidence: 99%

“…The majority of the studies (n = 17 [215][216][217][233][234][235][236][237]239,[241][242][243][244][245][246][247][248] ) used bespoke attitude measures that had been designed for the study in question. Most studies (n = 21 214,216,217,[222][223][224][225][226][227][228][229][234][235][236][237][238][239][240][241]247 ) also provided some detail about the psychometric properties of the scale used and/or piloting of the scale developed. Scales ranged in the constructs that they measured, and were most often categorised as either both acceptability and perceived effectiveness (n = 8 [222][223][224][225][226][227]240,242 ) or acceptability (n = 4 …”

Section: Methodsmentioning

confidence: 99%

“…Most studies (n = 21 214,216,217,[222][223][224][225][226][227][228][229][234][235][236][237][238][239][240][241]247 ) also provided some detail about the psychometric properties of the scale used and/or piloting of the scale developed. Scales ranged in the constructs that they measured, and were most often categorised as either both acceptability and perceived effectiveness (n = 8 [222][223][224][225][226][227]240,242 ) or acceptability (n = 4 214,228,229,247 ) and perceived effectiveness (n = 12 217,[233][234][235][236][237][238][239]241,243,244,248 ) separately. The Likert scales used ranged from 4-point scales to 9-point scales.…”

Section: Methodsmentioning

confidence: 99%

“…[218][219][220][221] In order to compare across studies that used different scales, mean scores on attitude scales, which may incorporate different numbers of points or different semantic points, were converted into percentages wherever possible so that the whole potential attitude score ranged from 0% to 100%, with 100% indicating the most positive attitude as measured by the scale. Given that 6-point Likert scales were the most frequently used approach (nine included studies 214,[222][223][224][225][226][227][228][229] ), attitude percentages were categorised as 'positive' when percentages were ≥ 60%, 'negative' when percentages were < 40% and 'neutral' when percentages were between 40% and 59%. These arbitrary cut-offs of 60% and 40% would equate to a mean score of the first positive attitude and first negative attitude point on a 6-point Likert scale.…”

Section: Data Analysis and Synthesismentioning

confidence: 99%

“…Table 25 illustrates the frequencies of the types of intervention about which attitudes were measured for each paper. The most frequently appearing specific school-based categories were contingency management (18 studies [214][215][216][217][224][225][226]229,234,236,239,240,242,244,246,248 ), adaptations to the learning environment (eight studies 216,217,234,[241][242][243]246,248 ) and DRCs (eight studies 217,222,224,225,240,242,244,246 ).…”

Section: Interventions Studiedmentioning

confidence: 99%

See 4 more Smart Citations

Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research

Richardson

Moore

Gwernan‐Jones

et al. 2015

Health Technol Assess

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BackgroundAttention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterised by age-inappropriate levels of inattention, impulsivity and hyperactivity. School can be particularly challenging for children with ADHD. Few reviews have considered non-pharmacological interventions in school settings.ObjectivesTo assess the effectiveness of non-pharmacological interventions delivered in school settings for pupils with, or at risk of, ADHD and to explore the factors that may enhance, or limit, their delivery.Data sourcesTwenty electronic databases (including PsycINFO, MEDLINE, EMBASE, Education Resources Information Centre, The Cochrane Library and Education Research Complete) were searched from 1980 to February–August 2013. Three separate searches were conducted for four systematic reviews; they were supplemented with forward and backwards citation chasing, website searching, author recommendations and hand-searches of key journals.Review methodsThe systematic reviews focused on (1) the effectiveness of school-based interventions for children with or at risk of ADHD; (2) quantitative research that explores attitudes towards school-based non-pharmacological interventions for pupils with ADHD; (3) qualitative research investigating the attitudes and experiences of children, teachers, parents and others using ADHD interventions in school settings; and (4) qualitative research exploring the experience of ADHD in school among pupils, their parents and teachers more generally. Methods of synthesis included a random-effects meta-analysis, meta-regression and narrative synthesis for review 1, narrative synthesis for review 2 and meta-ethnography and thematic analysis for reviews 3 and 4.ResultsFor review 1, 54 controlled trials met the inclusion criteria. For the 36 meta-analysed randomised controlled trials, beneficial effects (p < 0.05) were observed for several symptom and scholastic outcomes. Mean weighted effect sizes ranged from very small (d+ < 0.20) to large (d+ ≥ 0.80), but substantial heterogeneity in effect size estimates across studies was reported. Moderator analyses were not able to clarify which intervention features were linked with effectiveness. For review 2, 28 included studies revealed that educators’ attitudes towards interventions ranged in positivity. Most interventions were rated positively or neutrally across different studies. The only intervention that consistently recorded positive attitudes from educators was daily report cards. For review 3, 33 studies met the inclusion criteria. Key findings included tensions regarding the preferred format of interventions, particularly how structured interventions were and the extent to which they are tailored to the child with ADHD. There were mixed views about the impact of interventions, although it was clear that interventions both influence and are influenced by the relationships held by children with ADHD and participants’ attitudes towards school and ADHD. For review 4, 34 studies met the inclusion criteria. Key findings included the importance of causal attributions that teachers, parents and pupils made about ADHD symptoms, the decisions teachers made about treatment, the self-perceptions pupils developed about themselves, the role of the classroom environment and stigma in aggravating ADHD symptoms, and the significant barrier to treatment posed by the common presence of conflict in relationships between pupils–teachers, parents–teachers and pupils–peers in relation to ADHD. An overarching synthesis of the four reviews highlighted the importance of the context affecting interventions. It suggested that ADHD psychoeducation and relationship-building skills are potential implications for interventions.LimitationsThe breadth of both interventions and outcomes in the reviewed studies presented a challenge for categorisation, analysis and interpretation in reviews 1–3. Across reviews, relatively few studies were conducted in the UK, limiting the applicability of findings to UK education. In reviews 1 and 2, the poor methodological quality of some included studies was identified as a barrier to establishing effectiveness or comparing attitudes. In review 3 the descriptive analysis used by the majority of studies constrained theorising during synthesis. Studies in review 4 lacked detail regarding important issues like gender, pupil maturity and school level.ConclusionFindings suggest some beneficial effects of non-pharmacological interventions for ADHD used in school settings, but substantial heterogeneity in effect sizes was seen across studies. The qualitative reviews demonstrate the importance of the context in which interventions are used. Future work should consider more rigorous evaluation of interventions, as well as focus on what works, for whom and in which contexts. Gaps in current research present opportunities for the development and testing of standardised tools to describe interventions, agreement on gold-standard outcome measures assessing ADHD behaviour and testing a range of potential moderators alongside intervention trials.Study registrationThis study is registered as PROSPERO CRD42011001716.FundingThe National Institute for Health Research Health Technology Assessment programme.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Data Analysis and Synthesismentioning

confidence: 99%

Section: Interventions Studiedmentioning

confidence: 99%

See 3 more Smart Citations

Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research

Richardson

Moore

Gwernan‐Jones

et al. 2015

Health Technol Assess

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Attention Deficit Hyperactivity Disorder

Norvilitis

2013

The Encyclopedia of Cross‐Cultural Psychology

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Self‐monitoring with goal‐setting: Decreasing disruptive behavior in children with attention‐deficit/hyperactivity disorder

McKenna¹

2023

Psychology in the Schools

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This study sought to investigate the effects of a self‐monitoring (SM) with goal‐setting (GS) intervention on students' disruptive behavior. A multiple baseline A‐B‐BC design was implemented across five elementary school‐aged participants diagnosed with attention‐deficit/hyperactivity disorder (ADHD) to examine the use of a behavioral intervention combining SM and GS techniques to decrease disruptive behavior. The results of this study suggest that SM with GS appears to be an effective intervention package for decreasing the disruptive behavior of students with ADHD and that these behavioral decreases sustain after intervention completion. Results also suggest moderate benefits of using a SM with GS intervention over a SM intervention. Teacher ratings suggest that the SM with GS package is moderately acceptable for classroom use.

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Teacher perceptions of classroom interventions for children with ADHD: A cross-cultural comparison of teachers in the United States and New Zealand.

Cited by 47 publications

References 41 publications

Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research

Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research

Attention Deficit Hyperactivity Disorder

Self‐monitoring with goal‐setting: Decreasing disruptive behavior in children with attention‐deficit/hyperactivity disorder

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