Date of Submission

2008

Degree Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

Department

Psychology

Department Chair

Robert A. DiTomasso, Ph.D., ABPP

First Advisor

James Brad Hale, Ph.D., Chairperson

Second Advisor

Ray Christner, Psy.D.

Third Advisor

George DuPaul, Ph.D.

Abstract

The study explored the relationship between middle school teacher knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD), their knowledge of common interventions for ADHD, and their perception of treatment acceptability. The study also investigated teacher characteristics and their relationship to teacher knowledge of ADHD and their ratings of acceptability of interventions. Fifty-eight general education middle school teachers completed a survey containing demographic information, an ADHD knowledge scale, and a survey on interventions for students with ADHD. Results indicated that teachers scored an average of 58% correct on the Knowledge of Attention Deficit Disorders Scale (KADDS), scoring significantly higher on the Symptoms/Diagnosis subscale compared to the General Information and Treatment subscales. Most teacher characteristics were unrelated to teachers' knowledge of ADHD and their ratings of acceptability of interventions. However, teacher training was significantly related to higher knowledge scores. In terms of interventions, teachers preferred behavioral interventions (self-management and daily report) over medication monitoring for interventions for the vignette of an ADHD student without comorbid conditions. However, in more severe cases when comorbid externalizing problems were present, all interventions were considered to be equally important according to treatment acceptability ratings. Overall, fewer significant relationships were observed than predicted, suggesting that knowledge level may not be a critical variable for teachers to consider in accepting a particular treatment plan. Limitations of the study and directions for future research are discussed.

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