Hostname: page-component-78c5997874-fbnjt Total loading time: 0 Render date: 2024-11-10T15:01:09.210Z Has data issue: false hasContentIssue false
  • English
  • Français

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: dfcurtis@bcm.edu
Get access Rights & Permissions [Opens in a new window]

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 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Agne, K.J., Greenwood, G.E., & Miller, L.D. (1994). Relationships between teacher belief systems and teacher effectiveness. Journal of Research and Development in Education, 27, 141–152.Google Scholar
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: Author.Google Scholar
Anderson, A., Thomas, D.R., Moore, D.W., & Kool, B. (2008). Improvements in school climate associated with enhanced health and welfare services for students. Learning Environments Research, 11, 245–256. doi:10.1007/s10984-008-9044-5Google Scholar
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215. doi:10.1037/0033-295X.84.2.191Google Scholar
Barkley, R.A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unified theory of ADHD. Psychological Bulletin, 121, 65–94. doi:10.1037/0033-2909.121.1.65CrossRefGoogle ScholarPubMed
Barkley, R.A., Cook, E.H. Jr., Diamond, A., Zametkin, A., Thapar, A., Teeter, A., . . . Pelham, W. (2002). International consensus statement on ADHD: January 2002. Clinical Child and Family Psychology Review, 5, 89–111. doi:10.1023/A:1017494719205Google Scholar
Bauermeister, J.J., Canino, G., Polanczyk, G., & Rohde, L.A. (2010). ADHD across cultures: Is there evidence for a bidimensional organization of symptoms? Journal of Clinical Child and Adolescent Psychology, 39, 362–372. doi:10.1080/15374411003691743CrossRefGoogle ScholarPubMed
Beaman, R., Wheldall, K., & Kemp, C. (2007). Recent research on troublesome classroom behaviour: A review. Australasian Journal of Special Education, 31, 45–60. doi:10.1080/10300110701189014CrossRefGoogle Scholar
Bekle, B. (2001). Review of research on teachers’ knowledge and attitudes about attention-deficit hyperactivity disorder (ADHD). Australasian Journal of Special Education, 25, 67–85. doi:10.1080/1030011010250107Google Scholar
Berninger, V.W. (2006). Research-supported ideas for implementing reauthorized IDEA with intelligent professional psychological services. Psychology in the Schools, 43, 781–796. doi:10.1002/pits.20188Google Scholar
Brophy, J. (1988). Research linking teacher behavior to student achievement: Potential implications for instruction of Chapter 1 Students. Educational Psychologist, 23, 235–286. doi:10.1207/s15326985ep2303_3Google Scholar
Brown, G.T.L., & Harris, L.R. (2009). Unintended consequences of using tests to improve learning: How improvement-oriented resources engender heightened conceptions of assessment as school accountability. Journal of Multidisciplinary Evaluation, 6, 68–91.Google Scholar
Brown, G.T.L., Harris, L.R., & Harnett, J. (2012). Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being. Teaching and Teacher Education, 28, 968–978. doi:10.1016/j.tate.2012.05.003CrossRefGoogle Scholar
Brown, G.T.L., Lake, R., & Matters, G. (2011). Queensland teachers’ conceptions of assessment: The impact of policy priorities on teacher attitudes. Teaching and Teacher Education, 27, 210–220. doi:10.1016/j.tate.2010.08.003Google Scholar
Curtis, D.F., Pisecco, S., Hamilton, R.J., & Moore, D.W. (2006). Teacher perceptions of classroom interventions for children with ADHD: A cross-cultural comparison of teachers in the United States and New Zealand. School Psychology Quarterly, 21, 171–196. doi:10.1521/scpq.2006.21.2.171Google Scholar
Danforth, S. (2001). A pragmatic evaluation of three models of disability in special education. Journal of Developmental and Physical Disabilities, 13, 343–359. doi:10.1023/A:1012281312012Google Scholar
DiStefano, C.A., Kamphaus, R.W., & Mîndrilă, D.L. (2010). A typology of teacher-rated child behaviour: Revisiting subgroups over 10 years later. School Psychology Quarterly, 25, 152–163. doi:10.1037/a0020913Google Scholar
DuPaul, G., & Power, T.J. (2008). Improving school outcomes for students with ADHD: Using the right strategies in the context of the right relationships [Editorial]. Journal of Attention Disorders, 11, 519–521. doi:10.1177/1087054708314241CrossRefGoogle ScholarPubMed
DuPaul, G.J., & Stoner, G. (2003). ADHD in the schools: Assessment and intervention strategies (2nd ed.). New York, NY: Guilford Press.Google Scholar
Eckert, T.L., & Hintze, J.M. (2000). Behavioral conceptions and applications of acceptability: Issues related to service delivery and research methodology. School Psychology Quarterly, 15, 123–148. doi:10.1037/h0088782Google Scholar
Efron, D., Sciberras, E., & Hassell, P. (2008). Are schools meeting the needs of students with ADHD? Australasian Journal of Special Education, 32, 187–198. doi:10.1080/10300110802047459CrossRefGoogle Scholar
Elliott, S.N., & Von Brock Treuting, M. (1991). The Behavior Intervention Rating Scale: Development and validation of a pretreatment acceptability and effectiveness measure. Journal of School Psychology, 29, 43–51. doi:10.1016/0022-4405(91)90014-IGoogle Scholar
Elkins, J. (2007). Learning disabilities: Bringing fields and nations together. Journal of Learning Disabilities, 40, 392–399. doi:10.1177/00222194070400050201Google Scholar
Erchul, W.P., DuPaul, G.J., Bennett, M.S., Grissom, P.F., Jitendra, A.K., Tresco, K.E., . . . Mannella, M.C. (2009). A follow-up study of relational processes and consultation outcomes for students with attention deficit hyperactivity disorder. School Psychology Review, 38, 28–37.CrossRefGoogle Scholar
Fletcher, J.M., Coulter, W.A., Reschly, D.J., & Vaughn, S. (2004). Alternative approaches to the definition and identification of learning disabilities: Some questions and answers. Annals of Dyslexia, 54, 304–331. doi:10.1007/s11881-004-0015-yGoogle Scholar
Ford, J. (2007). Educational supports for students with disabilities and significant behavioural challenges: Teacher perceptions. Australasian Journal of Special Education, 31, 109–127. doi:10.1080/10300110701704978Google Scholar
Frosch, D.L., Krueger, P.M., Hornik, R.C., Cronholm, P.F., & Barg, F.K. (2007). Creating demand for prescription drugs: A content analysis of television direct-to-consumer advertising. Annals of Family Medicine, 5, 6–13. doi:10.1370/afm.611CrossRefGoogle ScholarPubMed
Gibson, S., & Dembo, M.H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569–582. doi:10.1037/0022-0663.76.4.569CrossRefGoogle Scholar
Goddard, R.D., Hoy, W.K., & Woolfolk Hoy, A. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33, 3–13. doi:10.3102/0013189X033003003Google Scholar
Gordon, S.C., Dembo, M.H., & Hocevar, D. (2007). Do teachers’ own learning behaviors influence their classroom goal orientation and control ideology? Teaching and Teacher Education, 23, 36–46. doi:10.1016/j.tate.2004.08.002CrossRefGoogle Scholar
Graham, L., & Bailey, J. (2007). Learning disabilities and difficulties: An Australian conspectus—Introduction to the special series. Journal of Learning Disabilities, 40, 386–391. doi:10.1177/00222194070400050101Google Scholar
Hamre, B.K., Pianta, R.C., Burchinal, M., Field, S., LoCasale-Crouch, J., Downer, J.T., . . . Scott-Little, C. (2012). A course on effective teacher-child interactions: Effects on teacher beliefs, knowledge, and observed practice. American Educational Research Journal, 49, 88–123. doi:10.3102/0002831211434596CrossRefGoogle Scholar
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112. doi:10.3102/003465430298487Google Scholar
Ho, I.T., & Hau, K.-T. (2004). Australian and Chinese teacher efficacy: Similarities and differences in personal instruction, discipline, guidance efficacy and beliefs in external determinants. Teaching and Teacher Education, 20, 313–323. doi:10.1016/j.tate.2003.09.009Google Scholar
Hoy, W.K. (2001). The pupil control studies: A historical, theoretical, and empirical analysis. Journal of Educational Administration, 39, 424–441. doi:10.1108/EUM0000000005812Google Scholar
Hoy, W.K., & Woolfolk, A.E. (1993). Teachers’ sense of efficacy and the organizational health of schools. The Elementary School Journal, 93, 355–372. doi:10.1086/461729Google Scholar
Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq. (IDEA, 2003). Retrieved August 31, 2010, from http://www.govtrack.us/congress/bill.xpd?bill=h108-1350Google Scholar
Jaccard, J., & Guilamo-Ramos, V. (2002). Analysis of variance frameworks in clinical child and adolescent psychology: Issues and recommendations. Journal of Clinical Child and Adolescent Psychology, 31, 130–146. doi:10.1207/S15374424JCCP3101_15CrossRefGoogle ScholarPubMed
Lewis, C.T.J. (2000). Effective behavioral support: A proactive alternative to school discipline. Australasian Journal of Special Education, 24, 60–73. doi:10.1080/1030011000240204Google Scholar
Lunenburg, F.C., & Schmidt, L.J. (1989). Pupil control ideology, pupil control behavior and the quality of school life. Journal of Research and Development in Education, 22, 36–44.Google Scholar
MacFarlane, K., & Woolfson, L.M. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching and Teacher Education, 29, 46–52. doi:10.1016/j.tate.2012.08.006Google Scholar
McDermott, R., Goldman, S., & Varenne, H. (2006). The cultural work of learning disabilities. Educational Researcher, 35, 12–17. doi:10.3102/0013189X035006012Google Scholar
McGee, R., Prior, M., Williams, S., Smart, D., & Sanson, A. (2002). The long-term significance of teacher-rated hyperactivity and reading ability in childhood: Findings from two longitudinal studies. The Journal of Child Psychology and Psychiatry, 43, 1004–1017. doi:10.1111/1469-7610.00228Google Scholar
McGee, R., & Share, D.L. (1988). Attention deficit disorder-hyperactivity and academic failure: Which comes first and what should be treated? Journal of the American Academy of Child & Adolescent Psychiatry, 27, 318–325. doi:10.1097/00004583-198805000-00009Google Scholar
McGee, R., Williams, S., & Feehan, M. (1992). Attention deficit disorder and age of onset of problem behaviors. Journal of Abnormal Child Psychology, 20, 487–502. doi:10.1007/BF00916811Google Scholar
Maxwell, S.E., & Delaney, H.D. (1990). Designing experiments and analyzing data: A model comparison perspective. Pacific Grove, CA: Brooks/Cole.Google Scholar
Millar, R., & Morton, M. (2007). Bridging two worlds: Special education and curriculum policy. International Journal of Inclusive Education, 11, 163–176. doi:10.1080/13603110500375382CrossRefGoogle Scholar
Mitchell, D. (2000). Policies and systems for students with special education needs. In Fraser, D., Moltzen, R., & Ryba, K. (Eds.), Learners with special needs in Aotearoa New Zealand (2nd ed., pp. 29–50). Palmerston North, New Zealand: Dunmore Press.Google Scholar
Moore, D.W., Anderson, A., Timperley, H., Glynn, T., Macfarlane, A., Brown, D., & Thompson, C. (1999). Caught between stories: Special education in New Zealand (Literature Review Monograph Series). Wellington, New Zealand: New Zealand Council for Educational Research.Google Scholar
Moore, D.W., Timperley, H., Macfarlane, A., Brown, D., Thomson, C., & Anderson, A. (1998). Special Education 2000 literature review: Effective provision and resourcing for special needs relating to behaviour and learning. Wellington, New Zealand: Auckland Uniservices.Google Scholar
Murik, J., Shaddock, A., Spinks, A., Zilber, D., & Curry, C. (2005). Reported strategies for responding to aggressive and extremely disruptive behaviour of students who have special needs. Australasian Journal of Special Education, 29, 21–39. doi:10.1080/1030011050290103Google Scholar
Nastasi, B.K., & Truscott, S.D. (2000). Acceptability research in school psychology: Current trends and future directions. School Psychology Quarterly, 15, 117–122. doi:10.1037/h0088781Google Scholar
New Zealand Ministry of Education. (1996). Special Education 2000. Wellington, New Zealand: Learning Media.Google Scholar
New Zealand Ministry of Education. (2014). Setting up for success. Retrieved August 12, 2014, from http://www.minedu.govt.nz/NZEducation/EducationPolicies/SpecialEducation/PublicationsAndResources/ResourcesForEducators/TeacherBooklets/AboutAttentionDeficitDisorder/AboutADDADHD.aspxGoogle Scholar
New Zealand Ministry of Health. (2001). New Zealand guidelines for the assessment and treatment of attention-deficit/hyperactivity disorder. Wellington, NZ: Author.Google Scholar
Nigg, J.T., & Casey, B.J. (2005). An integrative theory of attention-deficit/hyperactivity disorder based on the cognitive and affective neurosciences. Development and Psychopathology, 17, 785–806. doi:10.1017/S0954579405050376CrossRefGoogle ScholarPubMed
No Child Left Behind Act of 2001, P.L. 107–110, 20 U.S.C. § 6301 et seq.Google Scholar
Pas, E.T., Bradshaw, C.P., Hershfeldt, P.A., & Leaf, P.J. (2010). A multilevel exploration of the influence of teacher efficacy and burnout on response to student problem behavior and school-based service use. School Psychology Quarterly, 25, 13–27. doi:10.1037/a0018576Google Scholar
Pelham, W.E. Jr., & Fabiano, G.A. (2008). Evidenced-based psychosocial treatments for attention-deficit/hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 37, 184–214. doi:10.1080/15374410701818681Google Scholar
Pisecco, S., Huzinec, C., & Curtis, D. (2001). The effect of child characteristics on teachers’ acceptability of classroom-based behavioral strategies and psychostimulant medication for the treatment of ADHD. Journal of Clinical Child Psychology, 30, 413–421. doi:10.1207/S15374424JCCP3003_12Google Scholar
Rehabilitation Act of 1973, Pub. L. No. 93-112, 93rd U.S. Congress (1973).Google Scholar
Reschly, D.J. (2005). Learning disabilities identification: Primary intervention, secondary intervention, and then what? Journal of Learning Disabilities, 38, 510–515. doi:10.1177/00222194050380060601Google Scholar
Rideout, G.W., & Koot, R.A. (2009). Reflective, humanistic, effective teacher education: Do principles supported in the Deans’ Accord make a difference in program outcomes? Canadian Journal of Education, 32, 927–956.Google Scholar
Rideout, G., & Morton, L. (2010). Pre-service teachers’ beliefs and pupil control ideology: The custodializing practicum. Journal of Educational Administration, 48, 64–88. doi:10.1108/09578231011015421Google Scholar
Rubie-Davies, C.M., Flint, A., & McDonald, L.G. (2012). Teacher beliefs, teacher characteristics, and school contextual factors: What are the relationships? British Journal of Educational Psychology, 82, 270–288. doi:10.1111/j.2044-8279.2011.02025.xCrossRefGoogle ScholarPubMed
Stanton, W.R., Feehan, M., McGee, R., & Silva, P.A. (1990). The relative value of reading ability and IQ as predictors of teacher-reported behavior problems. Journal of Learning Disabilities, 23, 514–517. doi:10.1177/002221949002300810CrossRefGoogle ScholarPubMed
Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Boston, MA: Allyn & Bacon.Google Scholar
Thomson, C., Brown, D., Jones, E., & Manins, E. (2000). The development of resource teachers in New Zealand: A quarter century of paradigm change. New Zealand Annual Review of Education, 1999 (9), 23–42.Google Scholar
Thomson, C., Brown, D., Jones, L., Walker, J., Moore, D.W., Anderson, A., . . . Glynn, T.L. (2003). Resource teachers learning and behavior: Collaborative problem solving to support inclusion. Journal of Positive Behavior Interventions, 5, 101–111. doi:10.1177/10983007030050020501Google Scholar
Thomson, C., & Rowan, C. (1995). Individual education plans in New Zealand schools. Wellington, New Zealand: Wellington College of Education, Te Whānau O Ako Pai Ki Te Upoko O Te Ika.Google Scholar
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. doi:10.1016/S0742-051X(01)00036-1Google Scholar
Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944–956. doi:10.1016/j.tate.2006.05.003Google Scholar
U.S. Department of Education. (2010). Thirty-five years of progress in educating children with disabilities through IDEA. Retrieved from http://www2.ed.gov/about/offices/list/osers/idea35/history/idea-35-history.pdfGoogle Scholar
Walter, H.J., Gouze, K., & Lim, K.G. (2006). Teachers’ beliefs about mental health needs in inner city elementary schools. Journal of the American Academy of Child & Adolescent Psychiatry, 45, 61–68. doi:10.1097/01.chi.0000187243.17824.6cGoogle Scholar
Willower, D.J., & Jones, R.G. (1963). When pupil control becomes an institutional theme. Phi Delta Kappan, 45, 107–109.Google Scholar
Woolfolk, A.E., Rosoff, B., & Hoy, W.K. (1990). Teachers’ sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6, 137–148. doi:10.1016/0742-051X(90)90031-YGoogle Scholar
Yilmaz, K. (2009). Primary school teachers’ views about pupil control ideologies and classroom management styles. Cypriot Journal of Educational Sciences, 4, 157–167. Retrieved from http://www.world-education-center.org/index.php/cjes/article/view/137/pdf_1Google Scholar