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Are Teachers’ Beliefs Related to Their Preferences for ADHD Interventions? Comparing Teachers in the United States and New Zealand

Published online by Cambridge University Press:  09 September 2014

David F. Curtis ,
Richard J. Hamilton ,
Dennis W. Moore  and
Stewart Pisecco
David F. Curtis*
Affiliation:
Baylor College of Medicine and Texas Children's Hospital, Houston, TX, USA
Richard J. Hamilton
Affiliation:
University of Auckland, Auckland, New Zealand
Dennis W. Moore
Affiliation:
Monash University, Melbourne, Australia
Stewart Pisecco
Affiliation:
Psychology Software Solutions, Houston, TX, USA
*
Correspondence: David F. Curtis, Texas Children's Hospital, Psychology Service, 6701 Fannin Street, CCC1630, Houston, TX 77030-2399, USA. E-mail: [email protected]
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Abstract

This investigation examined the relationship between teachers’ beliefs and their preferences for classroom interventions for behaviours consistent with attention-deficit/hyperactivity disorder (ADHD). Teacher ratings of intervention acceptability, effectiveness, and rate of change were compared across United States and New Zealand samples. Beliefs examined were personal teaching efficacy, general teaching efficacy, and pupil control ideology (PCI). Samples were compared regarding their preferences for the daily report card, response cost technique, classroom lottery, and medication as classroom strategies for managing ADHD-related behavioural concerns. Data were analysed using general linear modelling techniques, and an interaction was demonstrated between ADHD intervention x PCI x nationality. Differences were observed for ADHD interventions across samples based upon pupil control orientations. Implications for educators and their classroom practices are discussed.

Keywords

ADHDteacher beliefspupil control ideologyacceptabilitybehavioural interventionclassroom management
Type
Original Articles
Information
Australasian Journal of Special Education , Volume 38 , Issue 2 , December 2014 , pp. 128 - 149
Copyright
Copyright © The Author(s) 2014 

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