Conference:
ECER 2009
Format:
Paper
Session Information
Contribution
Prior research has highlighted that unmanaged Attention-Deficit/Hyperactivity Disorder can give rise to increasing complications in later life for children with ADHD. The classroom presents as one of the most challenging environments for children with ADHD, particularly since it requires a high degree of self-discipline, as well as listening to, and complying, with instructions. Furthermore, educational professionals are also faced with significant challenges to provide appropriate care and management of children with ADHD in the classroom. It is therefore essential that teachers are appropriately prepared to manage children with ADHD which may include greater awareness of the issues concerning early identification, as well as implementation of research proven strategies for effective treatment. There are few studies exploring teacher’s knowledge and attitudes of children with Attention- Deficit/Hyperactivity Disorder (ADHD). There is also a lack of research documenting interventions for teachers who require further professional development in the area of ADHD. The aims of this study were: 1) to investigate preservice teachers’ knowledge of and attitudes toward children with ADHD, in order to inform the development of an ADHD intervention program for preservice teachers, and 2) to deliver this program to a group of preservice teachers and assess its effectiveness.
Method
The study is in two parts, first is a survey of 77 preservice teachers from Murdoch University Perth, Australia who were completing their final year of an education degree. The self-report questionnaire developed by Kos (2004) was modified for this study in order to assess a special cohort i.e. preservice teachers, in particular, their knowledge of and attitudes toward children with ADHD. Demographic information was obtained as well as participants’ level of familiarity/training in ADHD, attitudes towards ADHD, and knowledge about ADHD.
Expected Outcomes
Results confirmed that preservice ADHD knowledge was extremely limited, and that preservice teachers held some negative beliefs toward ADHD. In response to these findings, part two of the study was developed; a preservice teacher intervention program. The pre-service intervention, consisting of four modules (understanding ADHD, classroom management strategies, individual treatment plans, and teacher/parent collaboration) was presented to students at Murdoch University as part of their special needs unit. The program ran for three hours, involving didactic instruction, a video, and interactive discussions of case scenarios. Of those students who participated in the survey, 45 attended the intervention program. Post-test assessment was identical to the pre-test measure with the addition of a page assessing teachers’ beliefs about the usefulness of and satisfaction with the workshop. A two week follow-up assessment was conducted, applying the same approach used in the pre and post measures. Results will be discussed at the presentation.
References
Kos, J. M., Richdale, A. L., & Jackson, M.S (2004). Knowledge about attention-deficit/hyperactivity disorder. A comparison of in-service and preservice teachers. Psychology in the Schools, 41, 517-526.
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