General Classroom Teachers' Information and Perceptions of Attention Deficit Hyperactivity Disorder

The authors used survey methods to examine three sources of teachers' ADHD information—exposure to students with ADHD, self-study, and formal ADHD training—as well as perceived teacher confidence in instructional tasks for successful inclusion of students with ADHD and perceived barriers to suc...

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Bibliographic Details
Published in:Behavioral disorders 2002-08, Vol.27 (4), p.327-339
Main Authors: Bussing, Regina, Gary, Faye A., Leon, Christina E., Garvan, Cynthia Wilson, Reid, Robert
Format: Article
Language:English
Subjects:
Art teachers
Attention Deficit Disorders
Attention deficit hyperactivity disorder
Behavioral disorders
Class size
Elementary Education
Elementary school students
Hyperactivity
Inservice Teacher Education
Knowledge Base for Teaching
Preservice Teacher Education
School districts
Special education
Stress Management
Teacher Attitudes
Teacher Education
Teacher Surveys
Teachers
Training Methods
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Summary:The authors used survey methods to examine three sources of teachers' ADHD information—exposure to students with ADHD, self-study, and formal ADHD training—as well as perceived teacher confidence in instructional tasks for successful inclusion of students with ADHD and perceived barriers to such instruction. Participants represented a random sample of general elementary classroom teachers in five school districts in a southeastern state (N = 365). Almost all teachers had taught at least one student diagnosed with ADHD in the last 2 years. Virtually all teachers had read at least one article, and about 60% had read a book about ADHD. Half of the teachers had received some preservice ADHD training during their education, and three fourths had received inservice training after graduation, mostly of a brief nature. Of the teachers surveyed, 94% wanted more ADHD training. Teachers expressed lowest confidence in their ability to manage stress related to instructing students with ADHD. Class size and time requirements of special interventions were rated as the greatest barriers. General education teachers should receive preservice and inservice ADHD training, including skill-based teaching, and stress management. Smaller class size and the allocation of resources are essential to ensure high-quality student education.
ISSN:0198-7429
2163-5307
DOI:10.1177/019874290202700402