impact of teacher education in adhd and odd on perceived efficacy, proposed interventions, and behavior attributions

The impact of teacher education in adhd and odd on perceived efficacy, proposed interventions, and behavior attributions. (2017). The impact of teacher education in adhd and odd on perceived efficacy, proposed interventions, and behavior attributions.

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Title	impact of teacher education in adhd and odd on perceived efficacy, proposed interventions, and behavior attributions
Abstract	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.).
Date	2017

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Title: impact of teacher education in adhd and odd on perceived efficacy, proposed interventions, and behavior attributions
Personal Name(s): Webb, Melissa
Knight, Laura
Corporate Name(s): Indiana University of Pennsylvania
Psychology.
Note: Publisher info.: Dissertation/Thesis.
Advisors: Knight, Laura Committee members: Pearl Berman; Lisa Newell.
Topical Subject(s): Teacher education
Developmental psychology
Clinical psychology