Teachers’ Knowledge and Beliefs regarding ADHD and Related Classroom Management Practices
Martin, Cheron E.
Mount Saint Vincent University
The current study examined the relationship between teachers’ knowledge of and beliefs about Attention Deficit Hyperactivity Disorder (ADHD) and teachers’ self reported use of various instructional and behaviour management strategies in the classroom. While previous studies have examined the relationship between teachers’ knowledge of and beliefs about ADHD, much less is known about the relationship between teachers’ knowledge and beliefs regarding ADHD in connection with their use of classroom management strategies found to be effective in teaching these students. Participants in the study included 113 teachers from six school boards across Nova Scotia, who completed web-based questionnaires. The purpose of the study was to investigate the possible relationship between teachers’ knowledge of and beliefs about ADHD and their use of specific instructional and behavioural management strategies. Findings indicated a relatively weak, but significant correlation between teachers’ beliefs about ADHD and their use of instructional and behaviour management practices. Information gained from the study has implications for the content of teacher ADHD training programs as well as how to improve the classroom environment for students with ADHD.
Attention Deficit Hyperactivity Disorder , Teachers , ADHD , behaviour management strategies