Pre-Service Teachers' Perceptions of the Acceptability of Interventions for ADHD and Knowledge of Evidence-Based Practice
| dc.contributor.advisor | ||
| dc.contributor.author | Noyes, Amira | |
| dc.date.accessioned | 2017-10-13T13:40:32Z | |
| dc.date.available | 2017-10-13T13:40:32Z | |
| dc.date.issued | 2017-09 | |
| dc.description.abstract | Teacher factors including attitudes, beliefs, and knowledge of ADHD have the potential to affect classroom intervention efficacy and student outcomes. Fifty-seven pre-service teachers from a Bachelor of Education (BEd) program were surveyed regarding their perceptions of the acceptability of three behavioral ADHD interventions as well as psychostimulant medication. Participants’ knowledge, attitudes, and use of evidence-based practices (EBP) were also surveyed. Findings indicated that participants rated the Daily Report Card as the most acceptable, effective, and timely intervention. Participants significantly preferred behavioral interventions over medication. Qualitative results indicated concern regarding the potential side effects of taking psychostimulant medications. Results of the study indicated that participants’ self-reported knowledge of EBP was significantly higher than attitudes and current use of EBP. A significant between subjects’ effect of year of study was observed such that participants in their first year of teacher training held significantly more positive attitudes towards EBP than participants in their second year. Practical implications for pre-service training, school psychologists, and future research are discussed. | en_US |
| dc.format.availability | Full-text | en_US |
| dc.identifier.uri | https://hdl.handle.net/10587/1844 | |
| dc.language.iso | en | en_US |
| dc.publisher | Mount Saint Vincent University | en_US |
| dc.subject | Pre-Service teachers, ADHD, intervention | en_US |
| dc.title | Pre-Service Teachers' Perceptions of the Acceptability of Interventions for ADHD and Knowledge of Evidence-Based Practice | en_US |
| dc.type | Thesis | en_US |