Urban Educators’ Perceptions of Interventions for Students with Attention Deficit Hyperactivity Disorder: A Preliminary Investigation

Abstract

This study examined urban educators’ attitudes toward commonly recommended interventions for students with Attention Deficit Hyperactivity Disorder (ADHD). Participants included 358 pupil personnel services (PPS) professionals—school psychologists, social workers, and counselors—and 70 classroom teachers from urban elementary schools. On average, PPS professionals and classroom teachers expressed little confidence in the effectiveness of commonly used classroom, mental health, and pharmacological treatments for ADHD. For PPS professionals, a moderately positive correlation was found between self-confidence and effectiveness ratings for classroom interventions and mental health interventions, and a small positive association was found between knowledge of ADHD and effectiveness ratings for medication. Teacher self-confidence was positively associated with effectiveness ratings for classroom interventions. Knowledge of ADHD was negatively correlated with teacher perceptions of the effectiveness of classroom and mental health interventions. Neither child gender nor ADHD subtype influenced effectiveness ratings. Results are discussed in regard to the urgent need for urban educators to experience greater success in their efforts to implement interventions for students with ADHD and for research focused on the unique needs of children residing in urban, low-income communities.

Effects of Teacher Factors on Expectations of Students With ADHD

“…Perceptions of ADHD have also been found to be related to treatment acceptability (Graczyk, et al, 2005: Vereb & DiPerna, 2004) and self-confidence (Graczyk, et al, 2005;Sciutto et al, 2000). In reviews of the literature on teacher factors, perceptions of ADHD have been cited as important variables in need of future research for better understanding how to improve interventions and trainings with teachers (Sherman et al, 2008;Kos et al, 2006;Glass & Wegar, 2000).…”

“…Without adequate knowledge or training, teachers may feel unprepared to handle the many challenges that children with ADHD can pose in the classroom, and may be less likely to seek services or support for their students. Urban teachers are at high risk for burnout given their often challenging work environment in under-resourced, overcrowded schools where children may be at higher risk for poor academic and mental health outcomes (Graczyk et al, 2005).…”

Evaluation of the Level of Knowledge of Infant and Primary School Teachers with Respect to the Attention Deficit Hyperactivity Disorder (ADHD): Content Validity of a Newly Created Questionnaire

“…In this context it has been demonstrated that teachers' knowledge of effective treatment for ADHD has an effect on the support they provide for those treatments (Ohan et al, 2008). In general it has been found that teachers prefer treatments that have positive consequences for students, are easy to implement and require little time (Graczyk et al, 2005). In any case, the research that has been carried out indicates that the knowledge teachers have about the design and implementation of treatment is frequently deficient (Arcia, Frank, Sánchez-LaCay & Fernández, 2000;Sciutto et al, 2000;West et al, 2005).…”

“…Better informed teachers have more positive attitudes and conduct towards students with ADHD (Bekle, 2004;Ghanizadeh, Bahredar & Moeini 2006;Kos et al, 2006). Knowledge of ADHD, which is mainly acquired from specific training focused on the condition and previous exposure to children with it, seems to be associated with the level of confidence teachers have in their own abilities to respond to the needs of their students with ADHD (Bekle, 2004;Graczyk et al, 2005;Jarque et al, 2007;Kos et al, 2006). Bandura (2001) holds that this self-confidence, or self-efficacy is learned and is principally acquired by way of vicarious learning and by direct practice.…”

“…Bandura (2001) holds that this self-confidence, or self-efficacy is learned and is principally acquired by way of vicarious learning and by direct practice. Furthermore, Graczyk et al (2005) state that this self-confidence, or self-efficacy is associated with the knowledge the teacher has about the treatments that can be applied to children with ADHD and that educators usually show little confidence in their abilities when it comes to responding to the needs of students with ADHD. This claim by Graczyk et al (2005) is interesting when we recall that in research into teachers' knowledge of ADHD one of the weak points of the majority of the members of this group is their knowledge of the treatment of ADHD (Jarque et al, 2007;Ohan et al, 2008;Sciutto et al, 2000;Vereb & DiPerna, 2004;West et al, 2005).…”