Sources of information and selected variables and their relationship to teachers' knowledge and attitudes regarding attention deficit hyperactivity disorder (ADHD)

The purpose of this study was to develop a predictive model for teacher knowledge about ADHD and teacher attitudes toward the disorder. The Attention Deficit Hyperactivity Disorder Knowledge Assessment (ADHDKA), developed by the researcher, was used to determine the nature of the relationship between teacher knowledge and attitudes regarding ADHD and various sources from which teachers are most likely to obtain information. Four teacher characteristics (teaching position, experience teaching children with ADHD, personal experience with ADHD, and confidence teaching children with ADHD) were also investigated for their predictive value.; Major findings in the study were as follows: (a) Primary (K--2) teachers have a higher level of knowledge about ADHD than do intermediate (3--5) teachers (-.159, p < .05); (b) teachers who have personal experience with ADHD have a higher level of knowledge about ADHD than do teachers with no personal experience with ADHD (.147, p < .05); (c) teachers with a high level of confidence about teaching children with ADHD have a higher level of knowledge about ADHD than do teachers with a low level of confidence (.280, p < .01); and (d) a predictive model can be developed to determine teacher knowledge about ADHD (R2 = .139). The R-square indicates that 13.9% of the variance in teacher knowledge can be accounted for by the variation of the combined predictor variables. Although statistically significant (F[12, 188] = 2.521, p = .004), the correlation is less than the predetermined critical effect size of 25% and may be of limited practical significance (.139 < .25).; Conclusions based on the findings from the study were: (a) Teachers do not have adequate information regarding strategies to accommodate behavioral and academic challenges for the child with ADHD; (b) teachers lack confidence teaching children with ADHD; and (c) teachers do not receive adequate district-level, or school-based, administrative support (i.e., availability of appropriate ADHD in-service, assistance with parent support, classroom management issues). (Abstract shortened by UMI.)...