Related Experiment Video
Updated: Sep 5, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
Educational diagnostic label and teacher self-efficacy: Impact on classroom intervention choice
Alicia M Chunta1, George J DuPaul1
1College of Education.
Abstract:
Children with attention-deficit/hyperactivity disorder (ADHD) and specific learning disabilities (SLD) face similar academic and behavioral challenges. Although combined behavioral and academic interventions (AIs) are among the most effective for each disability, a child's diagnostic label and teacher self-efficacy may influence teacher intervention choice. This study examined the relationship between diagnostic label and teacher self-efficacy on intervention choice using a sample of 206 general education elementary school teachers (female = 69.9%; White = 60.7%). Results showed that teachers were significantly more likely to endorse AIs for children with SLD as compared to ADHD (ds = 0.29-0.35), even when children had identical academic needs. Furthermore, self-efficacy did not moderate this relationship but was an individual predictor of intervention endorsement. Findings indicate the need to increase teacher awareness of academic impairments related to ADHD and to further identify teacher factors that could impact choice of intervention and decrease intervention selection biases. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
More Related Videos
Related Concept Videos
Self-Discrepancy Theory
Stereotype Threat and Self-fulfilling Prophecies
Rotter's Locus of Control
Individuals with an internal locus of control believe that their personal efforts and decisions directly affect their...
Nursing Interventions II: Selecting and Classifying the Nursing Interventions
Self-Presentation: Self-Monitoring and Self-Handicapping
Beck's Cognitive Therapy
Arbitrary Inference
Arbitrary inference involves making conclusions without sufficient...

