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Factors Influencing Teacher Acceptability Of Evidence Based Interventions For The Treatment Of Adhd
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Book Synopsis Factors Influencing Teacher Acceptability of Evidence-based Interventions for the Treatment of ADHD by : Mili G. Lal
Download or read book Factors Influencing Teacher Acceptability of Evidence-based Interventions for the Treatment of ADHD written by Mili G. Lal and published by . This book was released on 2014 with total page 73 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study examined ratings of teacher-rated acceptability of three evidence-based interventions commonly used for children diagnosed with ADHD. Teachers (n = 170) from five suburban elementary schools were asked to rate each of the following interventions: pharmacological treatment, home-school communication programs, and token economy/response cost techniques. In addition, teacher factors were examined as potential predictors of intervention acceptability and included: type of certification, amount of training specific to students with ADHD, number of students taught with ADHD, total years of teaching experience, and perceived systems support necessary for intervention implementation. Results indicated the home-school communication program received the highest ratings of intervention acceptability. Examination of teacher factors revealed special educators reported higher rates of acceptability for pharmacological treatment and token economy/response cost interventions in comparison to general educators. Further, findings demonstrated lower levels of perceived systems support necessary for intervention implementation predicted higher rates of acceptability in the home-school communication intervention. The opposite relation, however, was observed in the token economy/response cost intervention, as greater perceived systems support necessary for intervention implementation predicted greater acceptability. Findings are discussed within the context of previous research and potential applications for school professionals.
Book Synopsis TEACHER MINDSET AND ACCEPTABILITY OF CLASSROOM INTERVENTIONS FOR STUDENTS WITH ADHD. by : Alicia Day
Download or read book TEACHER MINDSET AND ACCEPTABILITY OF CLASSROOM INTERVENTIONS FOR STUDENTS WITH ADHD. written by Alicia Day and published by . This book was released on 2021 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: Attention Deficit/ Hyperactivity Disorder (ADHD) is one of the most studied disabilities that impacts school age children. There is significant research that supports what school-based interventions work for students with ADHD; however, the research also shows that these interventions are not consistently used within the schools. Three of the most studied interventions are Token Economies, Home-School Collaboration, and Medication management. The present study attempts to look at the further growing research field of which aspects influence intervention use, specifically teacher's mindsets. Using a regression analysis, the study examined teachers' growth mindset, as measured by Implicit Person Theory Measure, accounted for their perceived acceptability and feasibility responses on the User Rater Profile - Intervention Revised (URP-IR) for three main ADHD interventions (token economies, home-school collaboration systems, and pharmaceutical intervention). Degree type, years of teaching experience, and experience with ADHD students was used as a first step in the regression model. The study found that the number of students taught influenced teachers' acceptability and feasibility of medication management and that teacher's mindset did not have an influence on their perception of the acceptability and feasibility of the interventions.
Book Synopsis Improving Treatment Acceptability Among Teachers by Increasing Knowledge of ADHD. by : Rebecca Vereb Eng
Download or read book Improving Treatment Acceptability Among Teachers by Increasing Knowledge of ADHD. written by Rebecca Vereb Eng and published by . This book was released on 2007 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher perceptions of proposed interventions play an important role in whether or not a teacher agrees to implement an intervention and does so with integrity. It is assumed that the acceptability of the treatment to the teacher is necessary, but not sufficient, for implementation of the intervention. As a consultant, it may be helpful to know what can be done in advance to increase the likelihood that teachers will find interventions acceptable. One factor that may improve acceptability is teacher knowledge, either of the interventions proposed or the child's disorder. The purpose of the present study was to determine if educating teachers about treatments for attention-deficit/hyperactivity disorder (ADHD) would improve teacher perceptions of a proposed intervention. Teachers were assigned to one of two conditions, the Treatments for ADHD education or the control group. The Knowledge of ADHD Rating Evaluation and the Behavior Intervention Rating Scale were completed before and after the educational sessions and at a 2-month follow-up, and comparisons were made across groups at post-test and follow-up. Results indicated that teachers in the treatment group showed an increase in knowledge over the control group following the training sessions. Also, teachers who received training on treatments for children with ADHD rated the behavioral interventions presented in the vignettes as more acceptable than teachers in the control group following the workshops, even when controlling for pre-workshop ratings. Teachers in the treatment group showed an increase in accurate knowledge, as exemplified by a significant decrease in the number of "don't know" responses, but no differences were found between groups on the number of incorrect answers at post-test or follow-up. In conclusion, the current results support the hypothesis that educating teachers about common treatments for ADHD can improve teacher ratings of treatment acceptability for classroom-based behavioral interventions.
Book Synopsis Parents' and Teachers' Acceptability of Treatments for Attention-deficit/hyperactivity Disorder by : Jason Donald Gage
Download or read book Parents' and Teachers' Acceptability of Treatments for Attention-deficit/hyperactivity Disorder written by Jason Donald Gage and published by . This book was released on 2002 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Perceptions of "reasonable" Accommodations in General Education for Secondary School Studyents with ADHD by : Marilyn Mae Higgins
Download or read book Perceptions of "reasonable" Accommodations in General Education for Secondary School Studyents with ADHD written by Marilyn Mae Higgins and published by . This book was released on 1999 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis School-based Interventions for Students with ADHD by :
Download or read book School-based Interventions for Students with ADHD written by and published by . This book was released on 2005 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Differences in Acceptability of Three Potential Treatments for Attentiondeficit/hyperactivity Disorder when Recommended by a Special Education Teacher, a School Psychologist, and a Pediatrician by : Stacy L. Carter
Download or read book Differences in Acceptability of Three Potential Treatments for Attentiondeficit/hyperactivity Disorder when Recommended by a Special Education Teacher, a School Psychologist, and a Pediatrician written by Stacy L. Carter and published by . This book was released on 2005 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the current study was to examine levels of treatment acceptability associated with three frequently implemented interventions (medication, token economy with response cost, and time-out) for children with characteristics of Attention-Deficit/Hyperactivity Disorder (ADHD). An additional purpose was to investigate the influence that the professional affiliation or label (i.e., special education teacher, school psychologist, and pediatrician) of the consultant making a treatment recommendation may have on the acceptability of a proposed treatment for a child displaying characteristics of ADHD. The participants consisted of 63 members of school assistance teams recruited from southwestern school districts. Participants read a case description of a child displaying characteristics of ADHD and a treatment vignette which manipulated the type of treatment recommended and the occupational title of the consultant making the treatment recommendation. Participants then rated the acceptability of the treatments using the Abbreviated Acceptability Rating Profile. Repeated measures ANOVA revealed significant differences in treatment acceptability ratings, with medication receiving less acceptable ratings than the other treatments and that the medication treatment was considered less acceptable when recommend by a special education teacher than when recommended by either a school psychologist or a pediatrician. A statistically significant interaction was identified between the consultant recommending the treatment and the type of treatment. This study investigated whether the consultant making a treatment recommendation impacted the level to which the treatment was accepted. This is unique in that the influence of the consultant making a treatment recommendation has not previously been studied in the literature on treatment acceptability. This finding may be useful when considering the frequency in which consultants from different occupations make recommendations. Recommendations for future research in treatment acceptability are discussed.
Book Synopsis Attention-deficit/hyperactivity Disorder by : Stacey Small
Download or read book Attention-deficit/hyperactivity Disorder written by Stacey Small and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Based on the information presented, teachers need more training and knowledge in the area of ADHD and interventions for students with ADHD in order to effectively help children with the disorder. Importantly, school psychologists and other service providers who suggest interventions for teachers to use for students with ADHD need to consider the factors that contribute to teachers' acceptability of interventions.
Book Synopsis Do Labels Matter? by : Sara R. Huhnstock
Download or read book Do Labels Matter? written by Sara R. Huhnstock and published by . This book was released on 2019 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study examined teacher acceptability of an evidence-based intervention (Daily Report Card; DRC) based on the presence or absence of the label of Attention Deficit/Hyperactivity Disorder within a vignette describing a student with the same description of behaviors. Participants included pre-service teachers whose anticipated setting was elementary or secondary education. These participants read a vignette with an ADHD label present or absent and then provided ratings (IRP-20) that contributed to the acceptability of the DRC. The ADHD label had no difference on the acceptability of the DRC. However, there was a main effect of the anticipated setting (elementary, secondary) and the acceptability score of the DRC, where secondary pre-service teachers to be a less acceptable intervention than elementary pre-service teachers. Overall, the study found the presence of an ADHD label did not have an impact on acceptability of the DRC intervention, and overall the DRC was an acceptable intervention to pre-service teachers except for secondary pre-service teachers when the label was absent." -iii
Book Synopsis Handbook of Research on Emotional and Behavioral Disorders by : Thomas W. Farmer
Download or read book Handbook of Research on Emotional and Behavioral Disorders written by Thomas W. Farmer and published by Routledge. This book was released on 2020-03-26 with total page 539 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Research on Emotional and Behavioral Disorders explores the factors necessary for successful implementation of interventions that foster productive relationships and ecologies to establish, reinforce, and sustain adaptive patterns of emotional and behavioral functioning across childhood and into adulthood. Although there has been a concerted focus on developing evidence-based programs and practices to support the needs of children and youth with emotional and behavioral disorders, there has been less emphasis on the developmental, social, and environmental factors that impact the implementation and effectiveness of these approaches. Chapters from leading experts tackle this complexity by drawing on a range of disciplines and perspectives including special education; mental health services; school, clinical, and community psychology; social work; developmental psychology and psychopathology; and prevention science. An essential resource for scholars and students interested in emotional and behavioral disorders, this volume crafts an essential framework to promote developmentally meaningful strategies for children and youth with even the most adverse experiences and intensive support needs.
Book Synopsis How To Reach And Teach Children with ADD / ADHD by : Sandra F. Rief
Download or read book How To Reach And Teach Children with ADD / ADHD written by Sandra F. Rief and published by John Wiley & Sons. This book was released on 2012-06-26 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sandra Rief offers myriad real-life case studies, interviews, and student intervention plans for children with ADD/ADHD. In addition, the book contains best teaching practices and countless strategies for enhancing classroom performance for all types of students. This invaluable resource offers proven suggestions for: Engaging students' attention and active participation Keeping students on-task and productive Preventing and managing behavioral problems in the classroom Differentiating instruction and addressing students' diverse learning styles Building a partnership with parents and much more.
Book Synopsis ADHD in the Schools, Third Edition by : George J. DuPaul
Download or read book ADHD in the Schools, Third Edition written by George J. DuPaul and published by Guilford Publications. This book was released on 2015-12-02 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This bestselling reference and text, now in its third edition, provides essential guidance for school-based professionals meeting the challenges of ADHD. Presented are the latest research-supported strategies for identifying and assessing students at risk for the disorder and developing a multifaceted intervention and support plan. The second edition has been thoroughly revised to reflect recent developments in theory, research, policy, and practice, including new case studies. New topics include preschool-level intervention and prevention and the use of functional behavioral assessment in treatment planning. Updated guidelines are provided for collaborating effectively with students, parents, and other professionals, including prescribing physicians. Also featured is expanded coverage of issues affecting secondary students. A complete and practical resource, the volume includes several reproducible assessment tools and handouts"--Provided by publisher.
Book Synopsis Teaching Young Children With ADHD by : Richard A. Lougy
Download or read book Teaching Young Children With ADHD written by Richard A. Lougy and published by Corwin Press. This book was released on 2007-03-28 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Well written, easy to read, and comprehensive in scope. The advice, strategies, and vignettes all are excellent." —Sandra F. Rief, Author of How to Reach & Teach Children With ADD/ADHD and The ADHD Book of Lists "This is the most complete and definitive book on the topic. A must-read for every educator and administrator." —Carol S. Reynolds, Principal, Frostproof Elementary School, FL Know the facts about ADHD to improve children′s academic and behavioral outcomes! This indispensable resource provides general education teachers with a solid understanding of ADHD, detailed descriptions of how it manifests in preschool and the primary grades, and research-based approaches for designing and adapting instruction to meet the needs of all young children. Together, the authors offer decades of experience from the fields of school psychology, special education, and medicine. Their combined knowledge clarifies and informs the what, why, and how of inclusive strategies that work, particularly for children with attention disorders. In reading this book, you will discover: Practical interventions to develop children′s social skills and manage classroom behavior Suggestions for helping children with ADHD master the challenging task of writing Guidelines for recognizing appropriate and inappropriate responses to medication Recommendations for partnering with parents and families In-depth profiles of children with ADHD, and more By being aware of the impact that ADHD has on children′s social, emotional, and educational development, educators can work toward building trust with both students and parents, and develop a positive, lasting influence on the lives of the children they teach.
Book Synopsis ADHD and Education by : Sydney S. Zentall
Download or read book ADHD and Education written by Sydney S. Zentall and published by Prentice Hall. This book was released on 2006 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sydney S. Zentall, the foremost researcher in the education of children with attention deficit hyperactivity disorder (ADHD), provides educators with evidence-based knowledge about teaching students with ADHD and explains how these individuals differ from students with other disabilities. Based on the premise that educators are committed professionals, "ADHD and Education: Foundations, Characteristics, Methods, and Collaboration "provides information for teachers who want to understand the perspectives of students who have ADHD as well as their families and educators who work with them. This book: Provides empirically-based methods and strategies to successfully teach students with ADHD. Offers techniques for effectively collaborating and consulting with other teachers, service personnel, and family members. Discusses the limitations and controversies related to this complex disorder.
Book Synopsis How to Reach and Teach Children and Teens with ADD/ADHD by : Sandra F. Rief
Download or read book How to Reach and Teach Children and Teens with ADD/ADHD written by Sandra F. Rief and published by John Wiley & Sons. This book was released on 2016-09-13 with total page 519 pages. Available in PDF, EPUB and Kindle. Book excerpt: The most up-to-date and comprehensive vital resource for educators seeking ADD/ADHD-supportive methods How to Reach and Teach Children and Teens with ADD/ADHD, Third Edition is an essential guide for school personnel. Approximately 10 percent of school-aged children have ADD/ADHD—that is at least two students in every classroom. Without support and appropriate intervention, many of these students will suffer academically and socially, leaving them at risk for a variety of negative outcomes. This book serves as a comprehensive guide to understand and manage ADHD: utilizing educational methods, techniques, and accommodations to help children and teens sidestep their weaknesses and showcase their numerous strengths. This new 2016 edition has been completely updated with the latest information about ADHD, research-validated treatments, educational laws, executive function, and subject-specific strategies. It also includes powerful case studies, intervention plans, valuable resources, and a variety of management tools to improve the academic and behavioral performance of students from kindergarten through high-school. From learning and behavioral techniques to whole group and individualized interventions, this indispensable guide is a must-have resource for every classroom—providing expert tips and strategies on reaching kids with ADHD, getting through, and bringing out their best. Prevent behavioral problems in the classroom and other school settings Increase students' on-task behavior, work production, and academic performance Effectively manage challenging behaviors related to ADHD Improve executive function-related skills (organization, memory, time management) Apply specific research-based supports and interventions to enable school success Communicate and collaborate effectively with parents, physicians, and agencies
Book Synopsis International Perspectives on Diversity in ELT by : Darío Luis Banegas
Download or read book International Perspectives on Diversity in ELT written by Darío Luis Banegas and published by Springer Nature. This book was released on 2021-07-14 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited book provides professionals in the field of English Language Teaching (ELT) with a situated and culturally-responsive account of diversity and inclusion in English language education, from primary to higher education and in a wide range of settings. The volume focuses on three overlapping areas: interculturality, special education needs, and gender. The chapters in each section seek to help readers reflect on the opportunities and challenges of diversity as a step towards inclusive practices, and raise awareness of critical topics across the curriculum and beyond by engaging in wider social issues. This book will be of interest to language teachers and teacher trainers, as well as scholars working in applied linguistics, higher education, intercultural studies, and related fields.
Book Synopsis The Relationship Between Race/ethnicity and Other Demographic Variables and Level of ADHD Knowledge by : Kennetha Frye
Download or read book The Relationship Between Race/ethnicity and Other Demographic Variables and Level of ADHD Knowledge written by Kennetha Frye and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Attention-Deficit Hyperactivity Disorder is one of the most common psychiatric diagnoses in children (Pelham, Fabiano & Massetti, 2005). Teachers are often the primary source for ADHD referrals (Snider, Frankenberger, & Aspen, 2000; Stroh, Frankenberger, Wood & Pahl, 2008). Additionally, because children spend the majority of the day with their teachers, it is important to understand how teachers’ knowledge and opinions about ADHD could be influenced by multiple demographic variables. The influence of these demographic variables on their knowledge and opinions about ADHD could be reflected in their ratings on ADHD rating scales. This in turn may influence a student’s diagnosis, treatment and educational placement. Only a few studies have examined the impact of teacher demographics on their level of ADHD knowledge. These findings show that teachers with more years of experience are more knowledgeable about ADHD (Jerome et al., 1994; Sciutto, Terjesen & Bender-Frank, 2000). The research on the impact of other demographic variable is limited to single studies that show that race/ethnicity and specialty area are not significant predictors of teachers’ level of ADHD knowledge (Frye, 2011; Snider, Busch & Arrowood, 2003). The purpose of this study was to examine the relationships among multiple demographic variables and teacher knowledge and opinions about ADHD. These demographic variables included race/ethnicity, school level taught (early or late primary), specialty area (general, bilingual, and special education), and years of experience teaching. Participants included 200 diverse in-service and pre-service teachers from local universities, who were recruited via departmental list-servs. Teacher knowledge about ADHD was assessed by using the Knowledge about Attention Deficit Disorders Scale (KADDS; Sciutto & Feldhammer, 2000). Specific knowledge components of the scale include general information about ADHD, symptoms, and treatment. Teacher opinions about ADHD were assessed by employing a modification of the Teacher Opinions about ADHD scale which was adapted from a measure that originally assessed parental opinions about ADHD (ADHD Knowledge and Opinions Scale-Revised; AKOS-R, Bennett, Power, Rostain & Carr, 1996). Opinions collected included teachers’ views and beliefs about medication acceptability, ADHD training session acceptability, ADHD training session feasibility, teacher coping ability, and opinions on student misbehavior. Results from the Teacher Opinions about ADHD scale revealed that there were no significant differences in teachers’ opinions about medication acceptability, information session acceptability, or information session feasibility, based on the demographic variables. However, there were significant differences in teachers’ opinions about their ability to cope with children with ADHD and student misbehavior based on the teachers’ years of experience teaching. Results from the KADDS revealed that there was a significant difference between pre-service and in-service teachers’ level of ADHD knowledge, with in-service teachers being more knowledgeable about ADHD. Also, results revealed that about 82% of teachers reported that they were aware of specific resources available to them in the school for working with children with ADHD. Additionally, a hierarchical regression (variables were: years of experience, school level, race/ethnicity, and specialty area) was conducted with ADHD knowledge as the dependent variable. Based on the results, the predictor that accounted for the most variance in level of ADHD knowledge was years of experience (explained 5.4% of the variance). A hierarchical linear regression was also conducted to determine if teachers’ opinions about ADHD medication were a significant predictor of their knowledge about ADHD treatment. Results revealed that teachers’ opinions about medication contributed significantly to the regression model (explained 2.3% variance). It is important to note that although the primary investigator found statistical significance in regards to the regression models, the practical significance is minimal. Further research in this area should include a nationally-representative sample to assess teachers’ level of ADHD knowledge and opinions based on additional demographic factors (e.g. university attended, which could account for differences in knowledge based on training curriculum). Additionally, the outcomes of this study may help school psychologists across the country tailor specific teacher-training sessions for teachers about working with children with ADHD.
