The Acceptability of Interventions for Attention-Deficit Hyperactivity Disorder Among Elementary and Middle School Teachers

1995 ◽  
Vol 16 (4) ◽  
pp. 238???243 ◽  
Author(s):  
THOMAS J. POWER ◽  
LAURA E. HESS ◽  
DAVID S. BENNETT
Keyword(s):  
Middle School ◽  
Attention Deficit Hyperactivity Disorder ◽  
Middle School Teachers ◽  
Attention Deficit ◽  
School Teachers ◽  
Hyperactivity Disorder ◽  
Elementary And Middle School

Elementary and Middle School Teacher Perceptions of Attention-Deficit/Hyperactivity Disorder Prevalence

2013 ◽  
Vol 42 (2) ◽  
pp. 87-99 ◽  
Author(s):  
Gregory A. Fabiano ◽  
William E. Pelham ◽  
Antara Majumdar ◽  
Steven W. Evans ◽  
Michael J. Manos ◽  
...  
Keyword(s):  
Middle School ◽  
Attention Deficit Hyperactivity Disorder ◽  
Teacher Perceptions ◽  
Attention Deficit ◽  
School Teacher ◽  
Middle School Teacher ◽  
Hyperactivity Disorder ◽  
Elementary And Middle School

Elementary and Middle School Teachers’ Self-Reported Use of Positive Behavioral Supports for Children With ADHD: A National Survey

2016 ◽  
Vol 25 (4) ◽  
pp. 246-256 ◽  
Author(s):  
Katie C. Hart ◽  
Gregory A. Fabiano ◽  
Steven W. Evans ◽  
Michael J. Manos ◽  
Jane N. Hannah ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
National Sample ◽  
School Level ◽  
Intermediate School ◽  
School Teachers ◽  
Hyperactivity Disorder ◽  
Behavioral Supports ◽  
Students With Adhd ◽  
Elementary And Middle School

This study examined elementary and middle school teachers’ self-reported use of behavioral supports for students with attention-deficit/hyperactivity disorder (ADHD) from a national sample of teachers. This information is important given increased attention and emphasis on universal and targeted strategies within problem-solving models in schools. Participants were teachers surveyed from 26 states across North America about their use of behavioral supports for their students with ADHD. Results are grouped by primary (K–2), intermediate (3–5), and middle (6–8) school levels. Results from this survey demonstrate that teachers report using significantly more universal and targeted strategies in the primary and intermediate school levels than teachers in the middle school level, revealing a reduction of behavioral supports for students with ADHD as they move into the middle school years. These findings have have implications for targeting school-based interventions for students with ADHD as they transition into middle school.

A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED TEACHING PROGRAMME ON KNOWLEDGE REGARDING SELECTED COGNITIVE BEHAVIORAL THERAPY FOR ATTENTION DEFICIT HYPERACTIVITY DISORDER AMONG PRIMARY SCHOOL TEACHERS, BANGALORE, KARNATAKA, INDIA

2021 ◽  
Vol 12 (4) ◽  
pp. 100-103
Author(s):  
Nuri Rai ◽  
A Jebarna Kiruba Mary
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Cognitive Behavioral Therapy ◽  
Primary School ◽  
Attention Deficit ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Programme ◽  
Hyperactivity Disorder

The present study has been conducted with the aim of assessing the effectiveness of structured teaching programme regarding knowledge on selected cognitive behavioral therapy for attention deficit hyperactivity disorder among primary school teachers. An evaluative approach was adopted for the study. The research design chosen for the study was a pre-experimental one-group pre-test and post-test. 40 primary school teachers who met the inclusion criteria were selected through purposive sampling. A structured questionnaire was provided to assess the knowledge regarding selected cognitive behavioral therapy for attention deficit hyperactivity disorder. The overall pre-test result shows 45 % of the respondents possesses inadequate knowledge and 52.5 % of the respondents possess moderate knowledge and remaining 2.5 % of the respondent possess adequate knowledge. Whereas, in the post-test results 62.5 % of them had adequate knowledge and 37.5 % had moderate knowledge. The overall findings of the study clearly showed that the structured teaching programme was significantly effective in improving the knowledge regarding selected cognitive behavioral therapy for attention deficit hyperactivity disorder among primary school teachers. Conducting a structured teaching programme would be effective in increasing the knowledge of respondents.

Building a Vision of Algebra for Preservice Teachers

2003 ◽  
Vol 10 (3) ◽  
pp. 180-186
Author(s):  
Sheryl Stump ◽  
Joyce Bishop ◽  
Barbara Britton
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Middle School Teachers ◽  
School Teachers ◽  
Elementary And Middle School

Three conceptual approaches to algebra and some corresponding activities that have been used in an algebra course for preservice elementary and middle school teachers at three different universities.

Knowledge and Behavior of Primary School Teachers Towards Attention Deficit Hyperactivity Disorder

2013 ◽  
Vol 35 (3) ◽  
pp. 136-138
Author(s):  
Hala A. Malik Al-Hakeem ◽  
Saba’a Naji Al-Othman ◽  
Latifa Mohamed Al-Jamea ◽  
Ghaida Abdulla Radhi ◽  
Shaikha A. Rahman Bu-Ali ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Primary School ◽  
Attention Deficit ◽  
School Teachers ◽  
Primary School Teachers ◽  
Hyperactivity Disorder ◽  
And Behavior
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