Are Teachers’ Beliefs Related to Their Preferences for ADHD Interventions? Comparing Teachers in the United States and New Zealand

Abstract

This investigation examined the relationship between teachers’ beliefs and their preferences for classroom interventions for behaviours consistent with attention-deficit/hyperactivity disorder (ADHD). Teacher ratings of intervention acceptability, effectiveness, and rate of change were compared across United States and New Zealand samples. Beliefs examined were personal teaching efficacy, general teaching efficacy, and pupil control ideology (PCI). Samples were compared regarding their preferences for the daily report card, response cost technique, classroom lottery, and medication as classroom strategies for managing ADHD-related behavioural concerns. Data were analysed using general linear modelling techniques, and an interaction was demonstrated between ADHD intervention x PCI x nationality. Differences were observed for ADHD interventions across samples based upon pupil control orientations. Implications for educators and their classroom practices are discussed.

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

“…Almog and Shechtman (2007) showed that higher teacher efficacy is associated with more frequent use of positive-oriented CMSs. Another study, however, found no relationship between teacher efficacy and the preference for three specific CMSs for ADHD (Curtis et al 2014).…”

“…In the present study, primary and secondary school teachers' reported frequency of use of CMSs was not related to teaching experience, knowledge about ADHD, teacher efficacy, or level of training in managing behavioral problems. Other studies also suggest that these factors play only a negligible or small role (Blotnicky-Gallant et al 2015;Curtis et al 2014;Hart et al 2017;Martinussen et al 2011;Murray et al 2011;Ohan et al 2008). Martinussen et al (2011), however, found a moderate association between the level of Canadian teachers' in-service training in ADHD and their reported frequency of use of instructional CMSs, but a weak relationship between training and the use of behavior management, suggesting that training is related to the frequency of use of some CMSs but not others.…”

Determinants of teachers’ attitudes toward inclusion of pupils with attention deficit hyperactivity disorder: The role of teacher education

“…Exhibiting and modeling positive attitudes also form positive and trusting relationships between teachers and pupils. In turn, the establishment of positive teacher-pupil relationships motivates those with SN to cooperate with their teachers and promotes academic motivation among all learners (Curtis et al, 2014). Although most preservice teachers support the notion of inclusion of pupils with SN, once they have completed their first year of active teaching most of them expressed significant negative attitudes toward inclusion (Boyle et al, 2013).…”

An Exploratory Study of Pre-Service Teachers’ Evidence-Based Practice Related Knowledge, Attitudes, and Practices

“…Participant demographics. Basic demographic information was collected using an adaptation of the Background Information Questionnaire (BIQ; Curtis et al, 2014). Ritchie et al,2019).…”