Elementary and Middle School Teachers' Self-Reported Use of Positive Behavioral Supports for Children With ADHD: A National Survey
Elementary and Middle School Teachers' Self-Reported Use of Positive Behavioral Supports for Children With ADHD: A National Survey
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DOI：
10.1177/1063426616681980
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发表时间：
2017-12-01
影响因子：
1.9
通讯作者：
Vujnovic, Rebecca K.
中科院分区：
文献类型：
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作者：
Hart, Katie C.;Fabiano, Gregory A.;Vujnovic, Rebecca K.
本研究以全国中小学教师为样本，探讨中小学教师对注意缺陷多动障碍（ADHD）学生行为支持的使用情况。鉴于在学校解决问题的模式中更加注意和强调普遍和有针对性的战略，这一信息很重要。参与者是来自北美26个州的教师，他们接受了调查，了解他们对患有多动症的学生使用行为支持的情况。结果按小学（K-2）、初中（3-5）和中学（6-8）年级分组。从这项调查的结果表明，教师报告使用更普遍和有针对性的策略，在小学和初中水平比教师在中学水平，揭示了减少的行为支持ADHD的学生，因为他们进入中学。这些研究结果对ADHD学生过渡到中学时的校本干预措施具有指导意义。
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.