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Teaching children with attention deficit hyperactivity disorder : = The relationship between self-assessment of teachers and teacher training.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teaching children with attention deficit hyperactivity disorder :/
Reminder of title:	The relationship between self-assessment of teachers and teacher training.
Author:	Small, George A.
Description:	1 online resource (149 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 68-09, Section: A.
Contained By:	Dissertations Abstracts International68-09A.
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9780542968020

Teaching children with attention deficit hyperactivity disorder : = The relationship between self-assessment of teachers and teacher training.
Small, George A.

Teaching children with attention deficit hyperactivity disorder :The relationship between self-assessment of teachers and teacher training. - 1 online resource (149 pages)

Source: Dissertations Abstracts International, Volume: 68-09, Section: A.

Thesis (Ph.D.)--Touro University International, 2006.

Includes bibliographical references

The purpose of this study was to determine the self-assessment of teachers on their ability to implement intervention strategies on students with Attention Deficit Hyperactivity Disorder (ADHD). Additionally, relationships were explored between the variables of teacher training and experience in working with children with ADHD in relationship to this self-assessment. This study sought to answer 3 major questions: (a) What is the relationship between teachers who are trained/licensed in special education and those who are not trained/licensed in special education in the use of standard intervention strategies for teaching ADHD student? (b) Is there a difference between the self-perceptions of teachers who have received specific training in working with students with ADHD from the perceptions of teachers who have not received specific training in working with students with ADHD? (c) Is there a difference between perception of a novice and perception of an experienced teacher on their competence on the implementation of intervention strategies for students with ADHD? A Teachers Self-Rating Survey was adopted and developed from, "Ways to help Children with ADHD Learn" (US Department of Education, 2000); a how-to guide with instructional practices teachers can use to help children with ADHD in the classroom. The survey was administered to the participants to obtain information about teachers' perceptions on strategy training, and their ability to implement strategies for children with ADHD in the classroom. The study sample consisted of 383 certified teachers who teach in a Department of Defense Education Activity (DoDEA) school system and hold certifications in regular and special education. Teachers education, years of teaching, and feeling of preparedness were measured via a teacher data survey. The overall results regarding the relationship between teachers who are trained/licensed in special education and those who are not trained/licensed in special education in the use of standard intervention strategies in the classroom on students with ADHD indicate that certified special education teachers will use intervention strategies more frequently in the classroom. With regard to the difference between the selfperception of teachers who have received specific training in working with students with ADHD and the self-perceptions of teachers who have not received specific training in their abilities to implement intervention strategies, results indicate that teachers with specific training have a higher self-perception of their ability to implement intervention strategies. In examining the difference between the self-perceptions of a novice teacher (1-5 years) and experienced teachers (6 or more years) on their competence on the implementation of intervention strategies for students with ADHD, results did not indicate a statistical significance.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9780542968020Subjects--Topical Terms:

567627
Special education.
Subjects--Index Terms:

Attention deficit hyperactivity disorderIndex Terms--Genre/Form:

554714
Electronic books.

Teaching children with attention deficit hyperactivity disorder : = The relationship between self-assessment of teachers and teacher training.
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502 $a Thesis (Ph.D.)--Touro University International, 2006.
504 $a Includes bibliographical references
520 $a The purpose of this study was to determine the self-assessment of teachers on their ability to implement intervention strategies on students with Attention Deficit Hyperactivity Disorder (ADHD). Additionally, relationships were explored between the variables of teacher training and experience in working with children with ADHD in relationship to this self-assessment. This study sought to answer 3 major questions: (a) What is the relationship between teachers who are trained/licensed in special education and those who are not trained/licensed in special education in the use of standard intervention strategies for teaching ADHD student? (b) Is there a difference between the self-perceptions of teachers who have received specific training in working with students with ADHD from the perceptions of teachers who have not received specific training in working with students with ADHD? (c) Is there a difference between perception of a novice and perception of an experienced teacher on their competence on the implementation of intervention strategies for students with ADHD? A Teachers Self-Rating Survey was adopted and developed from, "Ways to help Children with ADHD Learn" (US Department of Education, 2000); a how-to guide with instructional practices teachers can use to help children with ADHD in the classroom. The survey was administered to the participants to obtain information about teachers' perceptions on strategy training, and their ability to implement strategies for children with ADHD in the classroom. The study sample consisted of 383 certified teachers who teach in a Department of Defense Education Activity (DoDEA) school system and hold certifications in regular and special education. Teachers education, years of teaching, and feeling of preparedness were measured via a teacher data survey. The overall results regarding the relationship between teachers who are trained/licensed in special education and those who are not trained/licensed in special education in the use of standard intervention strategies in the classroom on students with ADHD indicate that certified special education teachers will use intervention strategies more frequently in the classroom. With regard to the difference between the selfperception of teachers who have received specific training in working with students with ADHD and the self-perceptions of teachers who have not received specific training in their abilities to implement intervention strategies, results indicate that teachers with specific training have a higher self-perception of their ability to implement intervention strategies. In examining the difference between the self-perceptions of a novice teacher (1-5 years) and experienced teachers (6 or more years) on their competence on the implementation of intervention strategies for students with ADHD, results did not indicate a statistical significance.
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