Urban Educators' Perceptions of Interventions for Students with Attention Deficit Hyperactivity Disorder: A Preliminary Investigation

Autor/inn/en	Graczyk, Patricia A.; Atkins, Marc S.; Jackson, Maudette M.; Letendre, Joan A.; Kim-Cohen, Julia; Baumann, Barbara L.; McCoy, Jon
Titel	Urban Educators' Perceptions of Interventions for Students with Attention Deficit Hyperactivity Disorder: A Preliminary Investigation
Quelle	In: Behavioral Disorders, 30 (2005) 2, S.95-104 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
Schlagwörter	Teacher Attitudes; School Psychologists; Social Work; Pupil Personnel Services; Mental Health; Hyperactivity; Correlation; Attention Deficit Disorders; Urban Schools; Intervention; Elementary School Teachers; Counselors; Drug Therapy; Knowledge Level; Instructional Effectiveness; Self Concept + Suchen Sie Ihr Suchwort? Lehrerverhalten; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Soziale Arbeit; Psychohygiene; Hyperaktivität; Korrelation; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Urban area; Urban areas; Stadtregion; Stadt; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Counselor; Counsellor; Counsellors; Berater; Wissensbasis; Unterrichtserfolg; Selbstkonzept
Abstract	This study examined urban educators' attitudes toward commonly recommended interventions for students with Attention Deficit Hyperactivity Disorder (ADHD). Participants included 358 pupil personnel services (PPS) professionals--school psychologists, social workers, and counselors--and 70 classroom teachers from urban elementary schools. On average, PPS professionals and classroom teachers expressed little confidence in the effectiveness of commonly used classroom, mental health, and pharmacological treatments for ADHD. For PPS professionals, a moderately positive correlation was found between self-confidence and effectiveness ratings for classroom interventions and mental health interventions, and a small positive association was found between knowledge of ADHD and effectiveness ratings for medication. Teacher self-confidence was positively associated with effectiveness ratings for classroom interventions. Knowledge of ADHD was negatively correlated with teacher perceptions of the effectiveness of classroom and mental health interventions. Neither child gender nor ADHD subtype influenced effectiveness ratings. Results are discussed in regard to the urgent need for urban educators to experience greater success in their efforts to implement interventions for students with ADHD and for research focused on the unique needs of children residing in urban, low-income communities. Vignettes for Subtypes of Attention Deficit Hyperactivity Disorder are appended. (Contains 2 tables.) (Author).
Anmerkungen	Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/behavioraldisorders/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10