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Related Experiment Videos

An ADHD educational intervention for elementary schoolteachers: a pilot study

W J Barbaresi1, R D Olsen

  • 1Section of Community Pediatrics and Adolescent Medicine, Mayo Clinic and Mayo Foundation, Rochester, Minnesota 55905, USA.

Journal of Developmental and Behavioral Pediatrics : JDBP
|May 19, 1998
PubMed
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Pediatrician-led training significantly improved elementary teachers' knowledge of attention-deficit/hyperactivity disorder (ADHD) and reduced their stress. This intervention addressed misconceptions about ADHD causes and treatments.

Area of Science:

  • Pediatric Health
  • Educational Psychology
  • Neurodevelopmental Disorders

Background:

  • Attention-deficit/hyperactivity disorder (ADHD) significantly impacts classroom behavior and academic performance.
  • Teachers often lack specialized knowledge and experience regarding ADHD, leading to potential misconceptions and increased stress.
  • Effective interventions are needed to support teachers in managing students with ADHD.

Purpose of the Study:

  • To evaluate the impact of pediatrician-led in-service training on elementary school teachers' knowledge and stress levels concerning ADHD.
  • To assess changes in teachers' beliefs about ADHD causes and treatment efficacy following the intervention.
  • To determine the relationship between teacher stress and ADHD-related student behaviors.

Main Methods:

Related Experiment Videos

  • A cohort of 44 elementary school teachers participated in an intervention using the Children and Adults with Attention-Deficit Disorder (CHADD) ADHD curriculum.
  • Pre- and post-intervention questionnaires measured teachers' knowledge, stress, and perceptions of ADHD.
  • Teacher-rated student behaviors and physician contact regarding stimulant medication were also assessed.

Main Results:

  • Post-intervention, there was a significant decrease in teachers' belief that ADHD stems from poor parenting (41% to 7%) or sugar/food additives (41% to 5%).
  • Belief that methylphenidate should be a last resort decreased from 64% to 34%.
  • Teacher stress correlated with ADHD behaviors in male students and decreased post-intervention; improved knowledge and reduced stress were linked to the CHADD curriculum and pediatrician discussions.

Conclusions:

  • Pediatrician-led training effectively enhances teachers' understanding of ADHD and mitigates associated stress.
  • The intervention successfully corrected common misconceptions regarding ADHD etiology and treatment.
  • Collaborative efforts between educators and healthcare professionals are crucial for supporting students with ADHD in school settings.