Abstract

Educators in general are not likely to have an accurate understanding of attention deficit hyperactivity disorder (ADHD), including its etiology, how it presents, or how it is treated. Teachers also report lower satisfaction with students who have ADHD, including frustration with classroom experiences. Additionally, teachers express a desire to learn more about ADHD and how to manage related behaviors in their classrooms. Students with ADHD report wishing their teachers liked them more and understood that they aren't trying to be difficult. Accurate knowledge of ADHD has been shown to improve teacher efficacy. The current research study is adapted from Latouche and Gascoigne's study (2019) in which primary school teachers were provided with ADHD training. Teachers' knowledge of ADHD and their efficacy was measured by survey before and after the training. Results showed that both efficacy and ADHD knowledge increased. This conceptual replication pre-post study determined how relevant ADHD training was for teachers in the author's region: the Mountain West region of the United States. It examined teacher knowledge and efficacy before and after ADHD training in two schools, creating two pre-test/post-test designs. Additionally, the current study's adaptation involved secondary teachers (Grades 7-9) rather than primary school teachers. Results were used to determine if there was a connection between ADHD knowledge and teacher efficacy. Surveys also included questions to determine social validity of the ADHD training. Results showed that ADHD training in the form of a workshop increased teacher efficacy with a small effect size, significantly increased teacher knowledge about ADHD, increased positive attitudes about ADHD, decreased negative attitudes about ADHD, and was a socially valid form of learning about ADHD.

Degree

EdS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2024-06-05

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd13250

Keywords

attention deficit hyperactivity disorder (ADHD), secondary teacher, self-efficacy, professional development

Language

english

Download

Included in

Education Commons

Share

COinS