Attention-deficit/hyperactivity disorder (AD/HD) is the most frequently diagnosed psychiatric disorder among children (APA, 2000). This information is especially relevant to teachers in the elementary school population where this disorder is often first evidenced (Wilens, Faraone, Biederman, & Gunawardene, 2003). Individuals with AD/HD frequently experience significant difficulty meeting social/emotional, academic, and behavioral expectations.
Even with the high prevalence and significance of AD/HD, very little research has investigated teachers' knowledge of AD/HD or defined a protocol for quickly updating teachers' knowledge of this subject. In particular, there is limited literature examining primary-school teachers' overall knowledge in this area (Kos, Richdale, & Jackson, 2004).
This study developed and assessed the effectiveness of a 45 minute on-line accelerated AD/HD training developed for elementary school teachers. This on-line Accelerated Elementary School Professional Development AD/HD Training was geared towards educators who have some basic knowledge and experiences with children who have AD/HD but who have been unable to keep abreast of new findings regarding AD/HD and associated gender, culture, and environmental factors.
Training effectiveness was assessed by comparing results obtained in on-line pre and post training testing as well as by assessing responses to 11 post training "interview questions". The basic assessment instrument used was the Knowledge of Attention Deficit Disorders Survey (KADDS). Each training participant completed a Descriptive Demographics Questionnaire which was correlated with their KADDS' test results.
Analysis of participants' responses to the KADDS questions, across the three categories of knowledge reflected in the KADDS, combined with a qualitative assessment of responses to the Post Training Interview Questions, support the conclusion that the study was able to assess the effectiveness of the 45 minute Accelerated Elementary School Professional Development AD/HD Training (herein referred to as the "Accelerated AD/HD Training"). This training was developed to increase teachers' awareness of their significant role in the early identification of children at risk for AD/HD and to equip them with general knowledge of AD/HD as well as its symptoms and interventions. The training provides essential information regarding gender, cultural and environmental considerations as they impact presentations of AD/HD. As part of this study, strengths and weakness of the training were identified and recommendations were provided to address specific training weaknesses as well as KADDS shortfalls in the areas of AD/HD knowledge relating to gender, culture, and environmental factors. This study is one of the first to demonstrate that a web-based medium can quickly improve the AD/HD knowledge of elementary school teachers.
Following implementation of noted training improvements, the protocol may serve as a model for development of future AD/HD trainings and also specifically address the DSM-5 diagnostic criteria. Recommendations were also made regarding possible future studies. The studies identified are based upon observations made during this study and teachers' responses to Post Training Interview Questions.
|Advisor:||Ossege, Jennifer M.|
|Commitee:||McGhee, Joy, Mehl-Madrona, Lewis|
|School:||Union Institute and University|
|School Location:||United States -- Ohio|
|Source:||DAI-B 75/01(E), Dissertation Abstracts International|
|Subjects:||School counseling, Teacher education, Clinical psychology|
|Keywords:||Adhd, Culture, Elementary schools, Gender, Teachers, Training|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be