Date of Submission
Doctor of Psychology (PsyD)
Robert A DiTomasso, PhD, ABPP, Chair, Department of Psychology
Kate Tresco, PhD, Chairperson
George McCloskey, PhD
Jill Henriksen, PsyD
The purpose of this study was to examine elementary and middle school teachers’ perceptions of attention deficit/ hyperactivity disorder (ADHD) and acceptability of interventions commonly used in the treatment of ADHD. Eighty-one teachers from three elementary schools and one middle school participated in this study by completing an online survey containing the Perception of Attention Deficit Disorder Survey (PADDS) and Intervention Acceptability Survey (IAS). Results indicate that teachers feel adequately trained on the topic of ADHD and feel confident when implementing interventions for students with ADHD; however, teachers would like to receive additional in-service training on the topic of ADHD. Teachers perceive students with hyperactiveimpulsive symptoms of ADHD to be more difficult to manage in comparison to students with predominantly inattentive symptoms of ADHD. Medication and positive behavioral interventions were viewed as equally favorable in the treatment of the inattentive symptoms of ADHD by teachers; however, medication was rated more favorably in the treatment of the combined (inattentive and hyperactive-impulsive) symptoms of ADHD. Large class size and lack of staff support were identified as barriers in intervention implementation, with large class size being identified as the greatest barrier. Based on this information, 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’ perceptions and acceptability of interventions.
Vitanza, Betti Stanco, "Attention-Deficit Hyperactivity Disorder: Teachers' Perceptions and Acceptability of Interventions" (2014). PCOM Psychology Dissertations. 315.