Twenty-year trends in elementary teachers’ beliefs about best practices for students with ADHD.

Abstract

In an effort to understand teachers' perceptions of best practices for treatment of students with attentiondeficit/hyperactivity disorder (ADHD) and how those may have shifted over the past 20 years, general education elementary school teachers completed surveys regarding their opinions of evidence-based interventions in the classroom. Two independent and anonymous samples of general education, elementary school teachers were collected: One in 1999 (n = 598) and a second in 2019 (n = 661). Teachers responded to questions about their interactions with students with ADHD as well as their beliefs about best practices for these students. Across survey samples, teachers generally agreed that behavioral classroom management, medications, and the combination of the two are effective treatments for students with ADHD. Comparisons of the 1999 and 2019 survey samples suggest that teachers in 2019 perceive the use of behavioral classroom management somewhat less favorably than did teachers in 1999. Teacher perceptions of best practices for students with ADHD in 1999 and 2019 were generally consistent with professional practice guidelines. Teacher responses also highlight a critical need for training and support related to evidence-based strategies for students with ADHD in the classroom. Impact and ImplicationsThis study compares teachers' beliefs about best practices for students with ADHD across two anonymous surveys of elementary teachers conducted 20 years apart. In general, teachers in 1999 and 2019 believe behavioral treatments and medications as helpful for students with ADHD. Teachers' responses also suggest teachers need more training and support in implementing behavioral treatments for students with ADHD.

Tensions and contradictions: Exploring post‐primary teachers' perspectives and experiences of students with Attention Deficit Hyperactivity Disorder

“…These findings mirror previous research which reported that post‐primary teachers viewed the behaviour of students with ADHD as disruptive (Krtek et al., 2022) and similar attitudes have also been reported among primary school teachers in Ireland (Ward, 2014) and internationally (Amha & Azale, 2022; Mahdi & Al‐Juboori, 2021; Schatz et al., 2021). Perceptions that students with ADHD negatively impact teaching and learning, reduce the amount of time available for others, and thereby compromising everyone's ability to learn are also supported by earlier research among Canadian elementary teachers (Blotnicky‐Gallant et al., 2015).…”

Educational diagnostic label and teacher self-efficacy: Impact on classroom intervention choice.

“…These results extend previous findings and confirm that academic concerns are overlooked in children with ADHD, even though these children are at risk for many negative academic outcomes (Ohan et al, 2011). Furthermore, the primary reliance on BIs to address difficulties for students with ADHD is consistent with reported teacher practices with this population over the past 20 years (Schatz et al, 2021). The lower teacher preference for AIs for students with ADHD is particularly concerning given that the more preferred intervention approach (i.e., BIs) have relatively small effects on academic functioning (DuPaul et al, 2012).…”

“…Taken together, limited research addresses how the diagnostic labels of SLD and ADHD influence teacher behaviors, and the impact of teacher self-efficacy on intervention choice within an MTSS framework. Of concern for students with ADHD, teachers may primarily rely on behavior CM strategies to address student difficulties (which typically include academic impairment; Schatz et al, 2021). Furthermore, most research examining teacher self-efficacy related to students with SLD has focused only on mathematics interventions (Woodcock & Vialle, 2011).…”

“…Even when teachers were knowledgeable about ADHD and the benefits of BI, they still held negative attitudes about the label (Ohan et al, 2008). Teachers commonly recommend BIs first to parents of children with ADHD (Schatz et al, 2021). It is possible that this focus on behavior may lead a teacher to choose a stand-alone BI, when a multicomponent BI and AI would be more effective.…”

“…For example, teachers' stigmatizing beliefs (e.g., stereotypes and discrimination) about children with disabilities are related to inclusive practices and could influence intervention selection (Toye et al, 2019). Further, teachers' perception of intervention's effectiveness are also an important variable for future researchers to examine (Schatz et al, 2021). Additional research suggests level of in-service training on ADHD impacts teacher intervention choice and may be an important factor to continue to examine (Martinussen et al, 2011).…”