Elementary and Middle School Teachers' Self-Reported Use of Positive Behavioral Supports for Children with ADHD: A National Survey

Autor/inn/en	Hart, Katie C.; Fabiano, Gregory A.; Evans, Steven W.; Manos, Michael J.; Hannah, Jane N.; Vujnovic, Rebecca K.
Titel	Elementary and Middle School Teachers' Self-Reported Use of Positive Behavioral Supports for Children with ADHD: A National Survey
Quelle	In: Journal of Emotional and Behavioral Disorders, 25 (2017) 4, S.246-256 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-4799
DOI	10.1177/1063426616681980
Schlagwörter	Middle School Teachers; Attention Deficit Hyperactivity Disorder; Elementary School Teachers; Teacher Attitudes; Intervention; Educational Environment; Teacher Surveys; Educational Strategies; Student Behavior; National Surveys; Response to Intervention; Statistical Analysis; Classroom Techniques + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrstrategie; Student behaviour; Schülerverhalten; Statistische Analyse; Klassenführung
Abstract	This study examined elementary and middle school teachers' self-reported use of behavioral supports for students with attention-deficit/hyperactivity disorder (ADHD) from a national sample of teachers. This information is important given increased attention and emphasis on universal and targeted strategies within problem-solving models in schools. Participants were teachers surveyed from 26 states across North America about their use of behavioral supports for their students with ADHD. Results are grouped by primary (K-2), intermediate (3-5), and middle (6-8) school levels. Results from this survey demonstrate that teachers report using significantly more universal and targeted strategies in the primary and intermediate school levels than teachers in the middle school level, revealing a reduction of behavioral supports for students with ADHD as they move into the middle school years. These findings have have implications for targeting school-based interventions for students with ADHD as they transition into middle school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01