ADHD in-service training: An examination of knowledge, efficacy, stress, teaching behavior, and irrational thoughts

Current prevalence rates for Attention-Deficit/Hyperactivity Disorder (ADHD) in the United States are 3--5%, making it likely that there will be at least one student with ADHD in every classroom. Research has suggested that teachers receive little training in their pre-service curricula about this disorder and that they rate working with these students as more stressful, which can impact upon teaching behaviors and student outcomes. The aim of the current investigation was to assess the effect of a two-hour in-service training session about ADHD, including information about etiology, symptoms, course throughout the lifetime, associated problems, and effective educational and behavioral interventions, on change in a number of teacher variables. Thirty-five teachers and teacher's aides from eight schools in the region surrounding New York City participated in the current study, completing a series of self-report measures about their knowledge of ADHD, teaching stress, teaching efficacy, irrational beliefs, attitudes towards behavioral interventions, and teaching behavior prior to and two months following the in-service training the attended. It was hypothesized that through participation in this training program, teachers would increase their knowledge of ADHD and their perceived ability to teach students with ADHD, while also reducing associated negative variables associated with teaching these students. Results of paired t-tests indicated that participants' knowledge about the symptoms, associated features, and treatment of ADHD increased as a function of the in-service training. These analyses did not support a change in stress levels, efficacy about classroom management skills, endorsement of irrational beliefs, or teaching behavior as a function of the training. Participants' perceived effectiveness of token reinforcement strategies did increase in response to participation in the training. A mixed model regression analysis did not indicate that endorsement of more irrational beliefs serves to moderate the acquisition of new knowledge. Directions for future research are discussed, as are the practical implications of the findings of this study for school psychologists and their work with teachers.