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Teacher Perceptions of ADHD Causality : = Implications for Educational Leaders.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teacher Perceptions of ADHD Causality :/
Reminder of title:	Implications for Educational Leaders.
Author:	Bartels, Corbyn.
Description:	1 online resource (251 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9798351458724

Teacher Perceptions of ADHD Causality : = Implications for Educational Leaders.
Bartels, Corbyn.

Teacher Perceptions of ADHD Causality :Implications for Educational Leaders. - 1 online resource (251 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

Thesis (Ed.D.)--University of Missouri - Columbia, 2022.

Includes bibliographical references

Students who exhibit behaviors commonly associated with Attention Deficit Hyperactivity Disorder (ADHD) are at risk for academic struggles and impaired relationships, often needing targeted interventions to be successful. While research supports the need for using interventions to improve classroom performance for students impacted by ADHD, it does not show if there is a relationship between the interventions a teacher uses or believes are effective and a teacher's perception of ADHD causality. Therefore, this study examined if there was a relationship. The data showed when a teacher feels something in the student's body is causing symptoms of ADHD, they are more willing to provide school-based supports. The data also showed when a teacher feels the child has more of a choice in their behaviors, the teacher is less likely to provide school-based supports. The data also showed that as the teacher's perception of a biological cause increased, they assumed more responsibility in providing interventions for the student. In addition, as the teacher's perception of an environmental cause increased, they placed increased responsibility on the child's family for interventions. Administrators can best support students impacted by ADHD by being proactive in advocating for stronger family and community partnerships and ensuring school-based interventions are being used with fidelity.

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

Mode of access: World Wide Web

ISBN: 9798351458724Subjects--Topical Terms:

567627
Special education.
Subjects--Index Terms:

ADHDIndex Terms--Genre/Form:

554714
Electronic books.

Teacher Perceptions of ADHD Causality : = Implications for Educational Leaders.
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504 $a Includes bibliographical references
520 $a Students who exhibit behaviors commonly associated with Attention Deficit Hyperactivity Disorder (ADHD) are at risk for academic struggles and impaired relationships, often needing targeted interventions to be successful. While research supports the need for using interventions to improve classroom performance for students impacted by ADHD, it does not show if there is a relationship between the interventions a teacher uses or believes are effective and a teacher's perception of ADHD causality. Therefore, this study examined if there was a relationship. The data showed when a teacher feels something in the student's body is causing symptoms of ADHD, they are more willing to provide school-based supports. The data also showed when a teacher feels the child has more of a choice in their behaviors, the teacher is less likely to provide school-based supports. The data also showed that as the teacher's perception of a biological cause increased, they assumed more responsibility in providing interventions for the student. In addition, as the teacher's perception of an environmental cause increased, they placed increased responsibility on the child's family for interventions. Administrators can best support students impacted by ADHD by being proactive in advocating for stronger family and community partnerships and ensuring school-based interventions are being used with fidelity.
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