國立虎尾科技大學 |

The impact of teacher education in ADHD and ODD on perceived efficacy, proposed interventions, and behavior attributions.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The impact of teacher education in ADHD and ODD on perceived efficacy, proposed interventions, and behavior attributions./
作者:	Webb, Melissa.
面頁冊數:	1 online resource (182 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-05(E), Section: B.
標題:	Developmental psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9781369361704

The impact of teacher education in ADHD and ODD on perceived efficacy, proposed interventions, and behavior attributions.
Webb, Melissa.

The impact of teacher education in ADHD and ODD on perceived efficacy, proposed interventions, and behavior attributions. - 1 online resource (182 pages)

Source: Dissertation Abstracts International, Volume: 78-05(E), Section: B.

Thesis (Psy.D.)--Indiana University of Pennsylvania, 2017.

Includes bibliographical references

The purpose of this study was to develop and administer an intervention that provides education about common behavioral disorders, as well as evidence-based strategies to address related problems in the classroom in a convenient format. The aims of the current study were to increase teacher knowledge of ADHD and ODD and self-efficacy in classroom management, as well as modify attributions for child behavior to increase positive intervention selection. Due to difficulty with in-service teacher recruitment, education students were included as participants. Results showed that the intervention significantly increased knowledge in ADHD for females and ODD for both genders, as well as ratings of self-efficacy. Additionally, gender appeared to mediate attributions to disorder factors, such that more females than males reported attributions to disorder factors following the intervention. Lastly, participants significantly increased their preference for positive interventions in response to an ADHD vignette, as well as increased their perception of effectiveness of positive interventions in reference to an ODD vignette. Possible explanations for the results, future directions, and limitations are also discussed. (Abstract shortened by ProQuest.).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369361704Subjects--Topical Terms:

557458
Developmental psychology.
Index Terms--Genre/Form:

554714
Electronic books.

The impact of teacher education in ADHD and ODD on perceived efficacy, proposed interventions, and behavior attributions.
LDR:02491ntm a2200337K 4500 001 913464
005 20180618095037.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9781369361704
035 $a (MiAaPQ)AAI10195526
035 $a (MiAaPQ)iup:11417
035 $a AAI10195526
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Webb, Melissa. $3 1186320
245 1 4 $a The impact of teacher education in ADHD and ODD on perceived efficacy, proposed interventions, and behavior attributions.
264 0 $c 2017
300 $a 1 online resource (182 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-05(E), Section: B.
500 $a Adviser: Laura Knight.
502 $a Thesis (Psy.D.)--Indiana University of Pennsylvania, 2017.
504 $a Includes bibliographical references
520 $a The purpose of this study was to develop and administer an intervention that provides education about common behavioral disorders, as well as evidence-based strategies to address related problems in the classroom in a convenient format. The aims of the current study were to increase teacher knowledge of ADHD and ODD and self-efficacy in classroom management, as well as modify attributions for child behavior to increase positive intervention selection. Due to difficulty with in-service teacher recruitment, education students were included as participants. Results showed that the intervention significantly increased knowledge in ADHD for females and ODD for both genders, as well as ratings of self-efficacy. Additionally, gender appeared to mediate attributions to disorder factors, such that more females than males reported attributions to disorder factors following the intervention. Lastly, participants significantly increased their preference for positive interventions in response to an ADHD vignette, as well as increased their perception of effectiveness of positive interventions in reference to an ODD vignette. Possible explanations for the results, future directions, and limitations are also discussed. (Abstract shortened by ProQuest.).
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Developmental psychology. $3 557458
650 4 $a Teacher education. $3 1148451
650 4 $a Clinical psychology. $3 649607
655 7 $a Electronic books. $2 local $3 554714
690 $a 0620
690 $a 0530
690 $a 0622
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Indiana University of Pennsylvania. $b Psychology. $3 1186321
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10195526 $z click for full text (PQDT)