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Are Teachers’ Beliefs Related to Their Preferences for ADHD Interventions? Comparing Teachers in the United States and New Zealand.
- Source :
- Australasian Journal of Special Education; Dec2014, Vol. 38 Issue 2, p128-149, 22p
- Publication Year :
- 2014
-
Abstract
- 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. [ABSTRACT FROM PUBLISHER]
- Subjects :
- ATTENTION-deficit hyperactivity disorder
ANALYSIS of covariance
COMPARATIVE studies
CONCEPTUAL structures
EDUCATION research
ELEMENTARY schools
MATHEMATICAL models
CASE studies
MULTIVARIATE analysis
QUESTIONNAIRES
RESEARCH
RESEARCH evaluation
RESEARCH funding
SELF-efficacy
STATISTICS
TEACHER-student relationships
COST analysis
THEORY
DATA analysis
CULTURAL values
SOCIAL attitudes
TEACHING methods
COLLEGE teacher attitudes
PSYCHOLOGY
Subjects
Details
- Language :
- English
- ISSN :
- 10300112
- Volume :
- 38
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- Australasian Journal of Special Education
- Publication Type :
- Academic Journal
- Accession number :
- 99632865
- Full Text :
- https://doi.org/10.1017/jse.2014.12