Literaturnachweis - Detailanzeige
Autor/inn/en | Jones, Heather A.; Chronis-Tuscano, Andrea |
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Titel | Efficacy of Teacher In-Service Training for Attention-Deficit/Hyperactivity Disorder |
Quelle | In: Psychology in the Schools, 45 (2008) 10, S.918-929 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0033-3085 |
DOI | 10.1002/pits.20342 |
Schlagwörter | Behavior Modification; Attention Deficit Hyperactivity Disorder; Metropolitan Areas; Special Education Teachers; Behavior Problems; Inservice Teacher Education; Faculty Development; Program Effectiveness; Knowledge Level; Classroom Techniques; Elementary School Teachers; District of Columbia |
Abstract | Children with attention-deficit/hyperactivity disorder (ADHD) evidence many problems in the classroom. Teacher in-service training is routinely used to inform school professionals about a number of special topics; however, the efficacy of such in-service training for ADHD has not been established. The present study examined the efficacy of brief in-service training focused on evidence-based assessment and treatment of ADHD. Teachers from six schools (N = 142) in the Washington, DC, metropolitan area were randomly assigned at the school level to receive in-service training immediately or to a waitlist control group that received in-service training 1 month later. Measures of ADHD knowledge and use of behavior modification techniques were obtained at pre- and post-in-service intervention. Results indicated that the in-service training resulted in increased ADHD knowledge. Special education teachers also reported increased use of behavior modification techniques resulting from the in-service training. Clinical and research implications are presented. (Contains 2 tables and 1 footnote.) (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |