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Teacher Acceptability Of Treatments For Adhd
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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 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 Teacher Acceptability of Treatments for ADHD by :
Download or read book Teacher Acceptability of Treatments for ADHD written by and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 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 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 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 Teacher's Guide to ADHD by : Robert Reid
Download or read book Teacher's Guide to ADHD written by Robert Reid and published by Guilford Press. This book was released on 2011-10-06 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: Meeting a key need for teachers, this book provides practical, data-based tools for helping students with attention-deficit/hyperactivity disorder (ADHD) succeed in the classroom. The authors combine instructional expertise with extensive knowledge about the nature and treatment of ADHD. Coverage includes ways to support students and teach them needed strategies in core areas: academic skills, behavior, self-regulation, and social skills. Step-by-step instructions and concrete examples help teachers implement effective interventions and accommodations. The book also offers crucial guidance for teaming with other school professionals and with parents.
Book Synopsis Perceptions of Acceptability and Effectiveness of Interventions for ADHD by :
Download or read book Perceptions of Acceptability and Effectiveness of Interventions for ADHD written by and published by . This book was released on 2011 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study compared school psychologists' and teachers' perceptions of classroom interventions for students with attention deficit hyperactivity disorder (ADHD). Participants read vignettes of a student with ADHD. They then read descriptions of the Daily Report Card and Response Cost Techniques, two proposed interventions to help the student. They then rated the interventions using the Behavioral Intervention Rating Scale (BIRS; Elliot & Von Brock Treuting, 1991). Differences were observed between which intervention was rated as more acceptable and effective. School psychologists rated the Daily Report Card as less acceptable than teachers did. They also rated the Daily Report Card as less acceptable and effective than school teachers and themselves rated the Response Cost Techniques. Overall, there was widespread support for Response Cost Techniques. Implications of these results are discussed.
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 :
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 and published by . This book was released on 2002 with total page 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. Re.
Book Synopsis Treatment Acceptability and Perceived Time to Implement Interventions for Children with ADHD Moderated by General Education Teachers' Training in ADHD and Disability Law, and Eligibility for Disabling Conditions by : Kim Bernice Dielmann
Download or read book Treatment Acceptability and Perceived Time to Implement Interventions for Children with ADHD Moderated by General Education Teachers' Training in ADHD and Disability Law, and Eligibility for Disabling Conditions written by Kim Bernice Dielmann and published by . This book was released on 2005 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Daily Behavior Report Cards by : Robert J. Volpe
Download or read book Daily Behavior Report Cards written by Robert J. Volpe and published by Guilford Press. This book was released on 2013-01-31 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents everything needed to design and implement daily behavior report cards (DRCs), a flexible and dynamic system for promoting positive student behaviors and overcoming barriers to learning. DRCs offer a way to reward K-12 students for achieving clearly defined goals while building school-home collaboration. Teachers can implement the authors' evidence-based approach in just minutes a day, and it is fully compatible with multi-tiered systems of support. In a large-size format with lay-flat binding for easy photocopying, the book includes helpful reproducible forms. Purchasers get access to a companion Web page featuring printable copies of the reproducible materials plus additional useful tools for charting student progress. This book is in The Guilford Practical Intervention in the Schools Series.
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 All about ADHD by : Linda Jo Pfiffner
Download or read book All about ADHD written by Linda Jo Pfiffner and published by Teaching Resources. This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prepares teachers for students with ADHD.
Book Synopsis A Teacher’S Guide to Understanding the Disruptive Behaviour Disorders by : Pearnel Bell
Download or read book A Teacher’S Guide to Understanding the Disruptive Behaviour Disorders written by Pearnel Bell and published by AuthorHouse. This book was released on 2013-06-12 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book A Teachers Guide to Understanding the Disruptive Behaviour Disorders is a book that is designed to help teachers who may be confronted with disruptive behaviours in their classroom. Teacher often complain of being unprepared to deal with disruptive behaviours. They experience frustration when they are unable to carry out the teaching/learning process in an effective manner as a result of disruptive behaviours. This book seeks to provide a guide to teachers understanding and dealing effectively with disruptive behaviours in the classroom. This knowledge will help to relieve their stress and frustration often experienced when they have to deal with disruptive students.
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 A Cross-cultural Comparison Between U.S. and New Zealand Teacher Acceptability of Interventions for Children with ADHD by : David F. Curtis
Download or read book A Cross-cultural Comparison Between U.S. and New Zealand Teacher Acceptability of Interventions for Children with ADHD written by David F. Curtis and published by . This book was released on 2003 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt:
