Teachers' preferences for interventions for ethnically diverse learners with attention-deficit hyperactivity disorder

Area of Science:

• Educational Psychology
• Child Psychology
• Special Education

Background:

• Attention-deficit hyperactivity disorder (ADHD) significantly impacts academic and social functioning.
• Teacher recommendations are crucial for accessing school-based interventions for students with ADHD.
• Existing research indicates potential biases in educational and clinical settings.

Purpose of the Study:

• To investigate the influence of student gender and ethnicity on teacher recommendations for ADHD interventions.
• To examine differences in intervention recommendations based on teacher grade level and specialization.

Main Methods:

• 168 elementary and middle school teachers evaluated hypothetical student scenarios.
• Scenarios included student photos depicting gender and ethnicity.
• Teachers rated their likelihood of recommending four common ADHD interventions.

Main Results:

• Teachers were more inclined to recommend interventions with less parental involvement for minority students compared to Caucasian students.
• Elementary and special education teachers showed a higher preference for empirically supported interventions.
• Middle school and regular education teachers were less likely to recommend evidence-based interventions.

Conclusions:

• Teacher biases related to student ethnicity may affect intervention selection for ADHD.
• Grade level and teacher specialization influence the choice of ADHD interventions, potentially impacting evidence-based practice.
• Further research is needed to address disparities in ADHD intervention recommendations and ensure equitable support for all students.