Culturally Responsive Approaches for Addressing ADHD Within Multi-tiered Systems of Support

Development and Exploratory Factor Analysis of the Interventionist Multitiered Systems of Support Multicultural Competence Scale

“…Moreover, the IMMCS subscales are aligned with Vincent et al's (2011) recommendations that responsive MTSS practices must include cultural knowledge, self-awareness, and equity. Leveraging the IMMCS as an assessment tool, school counselors, school psychologists, and other interventionists can ensure that they implement culturally responsive MTSS interventions that achieve their intended goals (Dong et al, 2020; Klingner & Edwards, 2006; Vincent et al, 2011).…”

“…Moreover, Banks and Obiakor (2015) maintained that culturally responsive practices building on students' knowledge and strengths validate students and set high expectations for their learning and behavior. Dong et al (2020) found that cultural adaptation of evidence-based interventions within each MTSS tier decreased mental health disparities by improving communication with families and increasing treatment acceptability with clients.…”

Attention deficit/hyperactivity disorder (ADHD) in children: more focus on care and support, less on diagnosis

“…They may require only modestly increased investments in education and, importantly, support hubs, but have the potential for high return on this investment 48. This would especially benefit children and families from disadvantaged backgrounds, who might otherwise miss out on the care and support they need 49…”

“…These educational environments tackle the needs of all children, irrespective of their hyperactive/inattentive behaviours, without requiring a diagnosis 50. An inclusive educational approach across three tiers of care and instruction starts by screening for children with a need for extra support and then sequentially introduces strategies for all students (tier 1; such as class-wide or school-wide behaviour rules and programmes), targeted interventions (tier 2; such as organisational skills training, daily report card), and finally, more intense individualised interventions (tier 3; such as parent training in behavioural management) 4950…”

Teacher perceptions of ADHD causality implication for educational leaders

“…Nor did it address the relationship between teacher knowledge and teacher choice of interventions (Mulholland, 2016;Vereb & DiPerna, 2004;Zentall & Javorsky, 2007). In addition, gender, ethnic, and socioeconomic differences were not a focus of this study (Bussing et al, 1998;Chen et al, 2008;Dong et al, 2020;Gould et al, 2018;Walton et al, 2014;Wood et al, 2009).…”