Are teachers' beliefs related to their preferences for ADHD interventions? Comparing teachers in the United States and New Zealand

David F Curtis, Richard Joseph Hamilton, Dennis W. Moore, Stewart Pisecco

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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.
Original languageEnglish
Pages (from-to)128-149
Number of pages22
JournalAustralasian Journal of Special Education
Issue number2
Publication statusPublished - Sep 2014


  • acceptability
  • ADHD
  • behavioural intervention
  • classroom management
  • pupil control ideology
  • teacher beliefs

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