TY - JOUR
T1 - Are teachers' beliefs related to their preferences for ADHD interventions?
T2 - Comparing teachers in the United States and New Zealand
AU - Curtis, David F
AU - Hamilton, Richard Joseph
AU - Moore, Dennis W.
AU - Pisecco, Stewart
PY - 2014/9
Y1 - 2014/9
N2 - This investigation examined the relationship between teachers' beliefs and their preferences for classroom interventions for behaviours consistent with attention-deficit/hyperactivity disorder (ADHD). Teacher ratings of intervention acceptability, effectiveness, and rate of change were compared across United States and New Zealand samples. Beliefs examined were personal teaching efficacy, general teaching efficacy, and pupil control ideology (PCI). Samples were compared regarding their preferences for the daily report card, response cost technique, classroom lottery, and medication as classroom strategies for managing ADHD-related behavioural concerns. Data were analysed using general linear modelling techniques, and an interaction was demonstrated between ADHD intervention x PCI x nationality. Differences were observed for ADHD interventions across samples based upon pupil control orientations. Implications for educators and their classroom practices are discussed.
AB - This investigation examined the relationship between teachers' beliefs and their preferences for classroom interventions for behaviours consistent with attention-deficit/hyperactivity disorder (ADHD). Teacher ratings of intervention acceptability, effectiveness, and rate of change were compared across United States and New Zealand samples. Beliefs examined were personal teaching efficacy, general teaching efficacy, and pupil control ideology (PCI). Samples were compared regarding their preferences for the daily report card, response cost technique, classroom lottery, and medication as classroom strategies for managing ADHD-related behavioural concerns. Data were analysed using general linear modelling techniques, and an interaction was demonstrated between ADHD intervention x PCI x nationality. Differences were observed for ADHD interventions across samples based upon pupil control orientations. Implications for educators and their classroom practices are discussed.
KW - acceptability
KW - ADHD
KW - behavioural intervention
KW - classroom management
KW - pupil control ideology
KW - teacher beliefs
UR - http://www.scopus.com/inward/record.url?scp=84913596967&partnerID=8YFLogxK
U2 - 10.1017/jse.2014.12
DO - 10.1017/jse.2014.12
M3 - Article
SN - 1030-0112
VL - 38
SP - 128
EP - 149
JO - Australasian Journal of Special Education
JF - Australasian Journal of Special Education
IS - 2
ER -