The ADHD Pre- Service Teacher Training Study Background & Significance

Abstract

Teachers play an essential role in supporting children with Attention Deficit Hyperactivity Disorder (ADHD) and are often responsible for implementing the classroom-based interventions designed to bolster the academic and behavioral success, and the socio-emotional development of children with ADHD in schools. Unfortunately, several studies suggest teachers are inadequately prepared to take on this role (Martinussen, Tannock, Chaban 2011). Evidence suggests there are widespread gaps in teacher knowledge about the meaning of a diagnosis of ADHD (DuPaul & Eckert, 1997; Gaastra, Groen, Tucha, & Tucha, 2016) and information from evidence based interventions used to support children with ADHD in schools (Arcia, Frank, Sanchez-LaCay, Fernandez (2000), which contributes toward lack of confidence in how to implement research based interventions (Reid, 1994). The main purpose of this study is to examine the effectiveness of a virtual, self-paced professional development seminar for pre-service teachers focused on bridging this knowledge gap. The webinar will be aimed at improving pre-service teacher knowledge about the diagnosis of ADHD, characteristics of students with ADHD in the classroom, and evidence-based interventions that can be used to alleviate academic and behavioral problems often experienced by students with ADHD. The webinar also aims to increase pre-service teachers’ self-efficacy as it relates to supporting children with ADHD.

Full text

The ADHD Pre-
Service Teacher
Training Study
A V I R T U A L T E A C H E R T R A I N I N G A I M E D T O B R I D G E G A P S I N
K N O W L E D G E A N D B O O S T T E A C H E R S E L F - E F F I C A C Y W H E N
W O R K I N G W I T H S T U D E N T S W I T H A D H D
E L I S S A M O N T E I R O
P H D S T U D E N T, S C H O O L P S Y C H O LO G Y
G R A D U AT E S C H O O L O F E D U C AT I O N , U N I V E R S I T Y O F
C A L I F O R N I A - R I V E R S I D E
S C H O O L S E R V I C E P R O V I S I O N R E S E A R C H C O L L A B O R A T I V E

Agenda
BACKGROUND, SIGNIFICANCE,
AIMS OF STUDY
PARTICIPANT INVOLVEMENT
AND STUDY PHASES
METHODS & RELATED
QUESTIONS

Background & Significance
About 10% school-aged children in the US are diagnosed with ADHD (Danielson et al., 2016).
It is estimated that there is at least one child in every classroom with the condition (Smith et al.,
2006)
A wealth of research documents a marked increase for risk of negative academic, behavioral,
and social outcomes for students diagnosed with ADHD, including academic underachievement,
failing grades, grade retention, suspensions, expulsions, school dropout, and peer rejection (DuPaul
et al., 2016; McQuade & Hoza, 2015).
- Chronic, lifelong disorder that impacts individuals early-on

Background & Significance
Oftentimes, the responsibility for referral and implementation of classroom-based interventions
falls on classroom educators (i.e., Stroh et al., 2008; Vereb & DiPerna, 2004).
However, it appears teachers are likely inadequately prepared to take on this role due to limited
training (Martinussen, Tannock, & Chaban, 2011).
-Despite call for increased training for teachers due to increased responsibilities in
schools (Anderson et al., 2012).

Aims of Study
This web-based, self-paced webinar is designed to develop knowledge and skill across several
core competencies related to ADHD, including: (a) the diagnosis of ADHD and characteristics of
students with ADHD in the classroom, (b) essentials of assessing symptoms of ADHD, and (c)
evidence-based interventions used to alleviate academic, behavioral, and socio-emotional
problems often experienced by students with ADHD.

Hypotheses
RQ1: Will ADHD professional development training improve general knowledge about ADHD?
i. We hypothesize that participants’ scores will increase post-training on the Knowledge of
Attention Deficit Disorder Scale (KADDS), compared to their initial scores on the KADDS.
RQ2: Will ADHD professional development training improve perceived self-efficacy when working with
ADHD students?
ii. We hypothesize that participants’ scores on the Teacher Self Efficacy Scale (TSES) will increase
post-training, compared to their initial scores on the TSES.

Hypotheses
RQ3: Will knowledge of ADHD and participants’ perceived self-efficacy remain stable over time (i.e.,
6 months later)?
iii. We hypothesize that participants’ scores on the KADDS and ratings on the TSES will decrease
from post-intervention to follow-up but will still be higher than pre-training scores (informed by
Latouche & Gascoigne, 2017).
RQ4: Do teachers think the web-based training was acceptable?
iv. We hypothesize that participants will find the professional development training acceptable (e.g.,
useful, timely, relevant) and we predict scores on the social validity scale (i.e., URP-WR) will be
moderate to high.

Currently in the
recruitment phase!
Recruitment
Pre-service
teachers recruited
by email and via
course
announcements.
Consent &
Pre-Training
Survey
KADDS & TSES
Access to
Trainings
3 components of
training: diagnosis,
assessment,
interventions
Post-
Training
Survey
KADDS, TSES,
URP-WR,
Demographics
6-Month
Follow-Up KADDS &TSES
Methods

Methods
Instruments:
Demographics: Participants will be asked about experiences with ADHD as it pertains to coursework and practicum, what
grade(s)/subject(s) they intend to teach, whether they intend to teach in a general education or a special education
setting, sex, age, race/ethnicity.
Knowledge of Attention Deficit Disorder Scale (KADDS; Sciutto, Terjesen, Frank, 2000) is a 39-item (T/F/DK) rating scale
that measures knowledge and misperceptions (e.g., sugar intake) of ADHD in three specific areas: (a) associated/general
features of ADHD, the treatment of ADHD, and general information about the nature, causes, and outcomes of ADHD.
Teacher Self-Efficacy Scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001) is a standardized assessment used to
measure participants’ self-efficacy (efficacy for student engagement, instructional strategies, classroom management,
modified for this study to determine efficacy in working with students with ADHD. This study used the long form (24
items) of the TSES, as recommended to study preservice teachers.
Usage Rating Profile- Web Resource (URP-WR; Mandracchia & Sims, 2020) will be used to measure the usability,
feasibility, and acceptability of the web-based teacher training. Factor analyses during initial validation procedures found
that URP-WR could be broken down into 4 factors: Plausibility (i.e., feasibility and credibility), Appearance, Systems
Support, and Accessibility.

Methods Discussion Questions & Feedback
Analysis:
A power analysis indicated a minimum sample size of 45 participants is necessary to detect an effect.
Repeated measures ANOVA within subject factor analysis will be used to determine the main effect of the
training on knowledge of ADHD and teacher self-efficacy scores.
OR
ANCOVA may be used to covary demographics (e.g., previous coursework & other experience with
ADHD) to more clearly examine the main effect of the training.
Finally, Tukeys HSD will be used to parse the main effect of the training on knowledge of ADHD and
teacher self-efficacy across time points. Tukeys will be used to determine whether there is a significant
difference in means across specific time points (pre versus post, pre versus 6-month, post versus 6-
month).

See our Website
for More
Information &
Training Snippets
HTTPS://S S P R C.ORG/ADH
D-WEBINAR
The School Service Provision Research
Collaborative (SSPRC)

References
Anderson et al., (2012) Knowledge of Attention Deficit Hyperactivity Disorder (ADHD) and Attitudes towards Teaching Children with ADHD.. The Role of Teaching Experience.
Psychology in the Schools, Vol. 49(6), 2012
Danielson ML, Bitsko RH, Ghandour RM, Holbrook JR, Kogan MD, Blumberg SJ. Prevalence of parent-reported ADHD diagnosis and associated treatment among U.S. children and
adolescents, 2016. Journal of Clinical Child and Adolescent Psychology. 2018, 47:2, 199-212.
DuPaul, G. J., & Eckert, T. L. (1997). The effects of school-based interventions for Attention Deficit Hyperactivity Disorder: A meta-analysis. School Psychology Review, 26(1),
5–27.
Fabiano et al., (2013) Elementary and Middle School Teacher Perceptions of Attention-Deficit/Hyperactivity Disorder Prevalence. Child Youth Care Forum 42:87–99. DOI
10.1007/s10566-013-9194-1
Mandracchia, N.R., Sims, W.A. (2020). Development of the Usage Rating Profile-Web Resource (URP-WR): Using Assessment to Inform Web Resource Selection. Computers in
the Schools, 37(4), p. 1-24.
Martinussen, R., Tannock, R., Chaban, P. (2011) Teachers’ Reported Use of Instructional and Behavior Management Practices for Students with behavior Problems: Relationships
to Role and Level of Training in ADHD. Child & Youth Care Forum, 40, 193-210.
McQuade, J. D., & Hoza, B. (2015). Peer relationships of children with ADHD. In R. A. Barkley (Ed.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and
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Stroh, J., Frankenberger, W., Cornell-Swanson, L. V., Wood, C., & Pahl, S. (2008). The use of stimulant medication and behavioral interventions for the treatment of attention
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Vereb, R. L., & DiPerna, J. C. (2004). Teachers’ knowledge of ADHD, treatments for ADHD, and treatment acceptability: An initial investigation. School Psychology Review,
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