The impact of teacher factors on achievement and behavioural outcomes of children with Attention Deficit/Hyperactivity Disorder (ADHD): a review of the literature

Abstract

Background: Attention Deficit/Hyperactivity Disorder (ADHD) is a common disorder known to be associated with behavioural and academic difficulties. Several treatment options are available for children with ADHD, such as medication and behavioural therapy. Although researchers have examined the efficacy of these approaches, much less is understood about how teacher factors, including attitudes and beliefs about ADHD and treatment options, can influence students' behavioural and learning outcomes. Purpose: The goal of this review was to summarise the small set of relevant literature on the influence of teacher factors on academic and behavioural outcomes among children with ADHD, for the purpose of enhancing various outcomes for students with ADHD; to acknowledge the importance of teacher factors on student success; and to encourage additional research in this important domain. Design and methods: We searched for relevant research articles using medical (MEDLINE, 1966 to April 2008, educational (ERIC, 1966 to April 2008, and psychological (PsycInfo, 1985 to April 2008 databases. All English sources, including peer-reviewed articles, dissertation abstracts, review and opinion papers, and conference presentations or posters, were screened to determine whether they fit the predictor and dependent variables. Teacher factors were considered the predictor, or independent variables, and included search terms for factors such as attitudes, beliefs, tolerance and training. Student outcomes, including leadership, academic achievement, social skills and depression were considered the dependent variables. The population of interest was North American elementary school-aged children (grades 1 to 5-6 inclusive, with approximate ages of 5 to 12 years old) with ADHD (also searched as ADD, AD/ HD, attention disorders, Attention-deficit Disorder, Attention-deficit/Hyperactivity Disorder and hyperkinetic disorders). Study design was not specified, and we accepted case studies, large-sample experimental studies and descriptive educational projects. Conclusions: Teacher factors can have profound impacts on various outcome measures. For instance, gesture use by teachers can influence performance on certain academic puzzles by students with ADHD, and teachers' opinions about specific treatment options can impact student behaviour and the types of interventions implemented in the classroom. Teachers who demonstrate patience, knowledge of intervention techniques, an ability to collaborate with an interdisciplinary team, and a positive attitude towards children with special needs can have a positive impact on student success. The ways in which these results relate to clinical practice, particularly

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). Operationalized definitions of teacher expectations still need to be constructed and tested for predictive utility.…”

“…It is likely that teachers' perceptions of students with ADHD affect their behavior with students (Glass & Wegar, 2000;Kos et al, 2006). Teacher factors such as tolerance of classroom behaviors, level of training, and treatment acceptability have been shown to affect learning and social outcomes for students with ADHD (Sherman, Rasmussen, & Baydala, 2008).…”

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

“…Their support is needed for the results of the treatment received by the student to be successful, and their views and opinions about ADHD have a profound effect on the treatment's efficacy (Sherman, Rasmussen & Baydala, 2008). 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).…”

“…According to Sherman et al (2008), the relevant variables that distinguish the teacher specially trained to assist and support students with ADHD are patience, knowledge of effective intervention techniques, the ability to collaborate with a multidisciplinary team, the use of gestures to communicate with students and a positive attitude towards children with special educational needs. In the same vein authors such as Pfiffner (1999) and Cooper and Bilton (2002) highlight two teacher factors that are key to the success of students with ADHD: knowledge and education about the disorder, and a positive attitude towards and perception of the recommended psychological and educational interventions.…”

Correlates of Attention Deficit Hyperactivity Disorder (ADHD)-Like Behavior in Domestic Dogs: First Results from a Questionnaire-Based Study

“…1,2 It is characterized by a suite of symptoms that include inattention, increased motor activity, and a tendency to show an aggressive behavior or impulsivity [3][4][5] and affected individuals often show poorly adjusted social behavior. 6 The diagnostic and statistical manual of mental disorders (DSM-5) distinguishes three presentations of ADHD depending on the predominant symptom pattern for the past six months 7 : combined presentation (presence of the core features hyperactivity/impulsivity and inattention; presence of ≥6 symptoms/feature), predominantly inattentive presentation (≥6 symptoms of inattention, ≤6 symptoms of hyperactivity/impulsivity) and predominantly hyperactive/impulsive presentation (≥6 symptoms of hyperactivity/ impulsivity, ≤6 symptoms of inattention).…”