Article Sidebar

Submitted
Mar 15, 2021
Published
May 22, 2021
Download
PDF
Statistic
Read Counter : 407 Download : 1101

Main Article Content

Abstract

This study aimed to identify the level of teachers’ perception of use and effectiveness of evidence-based instructional and behavioral practices (EBIBPs) when teaching students with ADHD, and the relationship of the perception in a number of variables. The descriptive approach was used. The sample consisted of 312 teachers. The results indicated that the level of participants' perception of use and effectiveness of the EBIBPs was moderate. It was also found that there were statistically significant differences in the level of perception of use and effectiveness attributed to gender in favor of femals. Also, there were statistically significant differences in participants ’perception of use based on the major, in favor of special education teachers. Moreover, the results revealed statistically significant differences based on the of number of training programs. Participants, who had a higher number of training programs, demonstrated higher levels of perception of use and effectiveness compared to those who had a fewer number of training programs. In addition, the results indicated that there is a positive relationship between teachers' use of EBIBPs and their perspectives regarding the effectiveness of these practices. Based on the results of this study, several recommendations for increasing the level of teachers' use of EBIBPs were provided.

Keywords

Teachers, evidence-based practices, ADHD, use, effectiveness. المعلمين، الممارسات المبنية على الأدلة اضطراب فرط الحركة وتشتت الانتباه، استخدام.

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

References

  1. لحسين، عبدالكريم (2017). الممارسات المبنية على الأدلة في التربية الخاصة: الطريقة المثلى للتعامل مع الطلبة ذوى الاعاقات. مجلة التربية الخاصة والتأهيل: مؤسسة التربية الخاصة والتأهيل، مج6، ع21، 52-91. مسترجع من https://search.mandumah.com/Record/868206
  2. الرفوع، عاطف (2016). مدخل في الإحصاء التربوي. دار اليازوري.
  3. فليه، الزكي (2004). معجم مصطلحات التربية لفظا وإصطلاحا. الاسكندرية: دار الوفاء لدنيا الطباعة والنشر.
  4. Agran, M., Spooner, F., & Singer, G. H. (2017). Evidence-Based Practices: The Complexities of Implementation. Research and Practice for Persons with Severe Disabilities, 42(1), 3-7.
  5. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5). Arlington, VA: American Psychiatric Association.
  6. Antshel, K. M. (2015). Psychosocial interventions in attention-deficit/hyperactivity disorder: update. Child and Adolescent Psychiatric Clinics, 24(1), 79-97.
  7. Blotnicky-Gallant, P., Martin, C., McGonnell, M., & Corkum, P. (2015). Nova Scotia teachers’ ADHD knowledge, beliefs, and classroom management practices. Canadian Journal of School Psychology, 30(1), 3-21.
  8. Borgmeier, C., Loman, S. L., & Hara, M. (2016). Teacher self-assessment of evidence-based classroom practices: Preliminary findings across primary, intermediate and secondary level teachers. Teacher development, 20(1), 40-56.
  9. Carter, M., Strnadová, I., & Stephenson, J. (2012). Reported prevalence of evidence-based instructional practices by special educators in the Czech Republic. European Journal of Special Needs Education, 27(3), 319-335.
  10. Chronis, A. M., Jones, H. A., & Raggi, V. L. (2006). Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Clinical psychology review, 26(4), 486-502.
  11. Cooper, J. T., Gage, N. A., Alter, P. J., LaPolla, S., MacSuga-Gage, A. S., & Scott, T. M. (2018). Educators' self-reported training, use, and perceived effectiveness of evidence-based classroom management practices. Preventing School Failure: Alternative Education for Children and Youth, 62(1), 13-24.
  12. Corkum, P., Elik, N., Blotnicky-Gallant, P. A., McGonnell, M., & McGrath, P. (2019). Web-based intervention for teachers of elementary students with ADHD: Randomized controlled trial. Journal of attention disorders, 23(3), 257-269.
  13. 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(2), 171.
  14. DuPaul, G. J., & Stoner, G. (2014). ADHD in the schools: Assessment and intervention strategies (3rd ed.). New York, NY, US: Guilford Press.
  15. DuPaul, G. J., Weyandt, L. L., & Janusis, G. M. (2011). ADHD in the classroom: Effective intervention strategies. Theory into practice, 50(1), 35-42.
  16. Eiraldi, R. B., Mautone, J. A., & Power, T. J. (2012). Strategies for implementing evidence-based psychosocial interventions for children with attention-deficit/hyperactivity disorder. Child and Adolescent Psychiatric Clinics, 21(1), 145-159.
  17. Gaastra, G. F., Groen, Y., Tucha, L., & Tucha, O. (2020). Unknown, Unloved? Teachers’ Reported Use and Effectiveness of Classroom Management Strategies for Students with Symptoms of ADHD. In Child & Youth Care Forum 49(1), 1-22.
  18. Gable, R. A., Tonelson, S. W., Sheth, M., Wilson, C., & Park, K. L. (2012). Importance, usage, and preparedness to implement evidence-based practices for students with emotional disabilities: A comparison of knowledge and skills of special education and general education teachers. Education and Treatment of Children, 35(4), 499-520.
  19. Graczyk, P. A., Atkins, M. S., Jackson, M. M., Letendre, J. A., Kim-Cohen, J., Baumann, B. L., & McCoy, J. (2005). Urban educators’ perceptions of interventions for students with attention deficit hyperactivity disorder: A preliminary investigation. Behavioral Disorders, 30(2), 95-104.
  20. Green, A. L., Lewis, T. J., & Olsen, A. A. (2020). General Education Teachers’ Use of Evidence-Based Practices: Examining the Role of Student Race and Risk Status. Behavioral Disorders, 45(3), 183-192.
  21. Hart, K. C., Fabiano, G. A., Evans, S. W., Manos, M. J., Hannah, J. N., & Vujnovic, R. K. (2017). Elementary and middle school teachers’ self-reported use of positive behavioral supports for children with ADHD: A national survey. Journal of Emotional and Behavioral Disorders, 25(4), 246-256.
  22. Hepburn, L., & Beamish, W. (2019). Towards implementation of evidence-based practices for classroom management in Australia: A review of research. Australian Journal of Teacher Education, 44(2), 6.
  23. Jones, H. (2006). Teacher in-service training for attention-deficit/hyperactivity disorder (ADHD): Influence on knowledge about ADHD, use of classroom behavior management techniques, and teacher stress (Doctoral dissertation).
  24. Jones, H. A., & Chronis‐Tuscano, A. (2008). Efficacy of teacher in‐service training for attention‐deficit/hyperactivity disorder. Psychology in the Schools, 45(10), 918-929.
  25. Kaff, M. S., Zabel, R. H., & Milham, M. (2007). Revisiting cost-benefit relationships of behavior management strategies: What special educators say about usefulness, intensity, and effectiveness. Preventing School Failure: Alternative Education for Children and Youth, 51(2), 35-45.
  26. Martin, C. E. (2012). Teachers’ Knowledge and Beliefs regarding ADHD and Related Classroom Management Practices.
  27. Martinussen, R., Tannock, R., & Chaban, P. (2011). Teachers’ reported use of instructional and behavior management practices for students with behavior problems: Relationship to role and level of training in ADHD. In Child & Youth Care Forum (Vol. 40, No. 3, pp. 193-210). Springer US.
  28. McKeown, R. E., Holbrook, J. R., Danielson, M. L., Cuffe, S. P., Wolraich, M. L., & Visser, S. N. (2015). The impact of case definition on attention-deficit/hyperactivity disorder prevalence estimates in community-based samples of school-aged children. Journal of the American Academy of Child & Adolescent Psychiatry, 54(1), 53-61.
  29. 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(3), 413-421.
  30. Raggi, V. L., & Chronis, A. M. (2006). Interventions to address the academic impairment of children and adolescents with ADHD. Clinical Child and Family Psychology Review, 9(2), 85-111.
  31. Reid, R., Vasa, S. F., Maag, J. W., & Wright, G. (1994). An analysis of teachers' perceptions of attention deficit-hyperactivity disorder. Journal of Research and Development in Education, 27, 195-195.
  32. Topkin, B., & Roman, N. V. (2015). Attention Deficit Disorder (ADHD): Primary school teachers’ knowledge of symptoms, treatment and managing classroom behaviour. South African Journal of Education, 35(2), 988.
  33. Vitanza, B. S. (2014). Attention-Deficit Hyperactivity Disorder: Teachers' Perceptions and Acceptability of Interventions.
  34. nal of Practicilo Comunitare Pozitive, 19(1), 77-84.‏
  35. Capurso, M., Dennis, J. L., Salmi, L. P., Parrino, C., & Mazzeschi, C. (2020). Empowering Children Through School Re-Entry Activities After the COVID-19 Pandemic. Continuity in Education, 1(1).
  36. Pearson, Christine and Mitroff, Ian. 1993. From: crisis prone tocrisis prepared: A framework for crisis management, Academy of Mgt. Executive, l7(1): 48-59.
  37. QIN, X., & ZUO, X. (2017). Prevention Strategies of Kindergarten Teachers' Anomie Behaviors under the Crisis Management. Journal of Tianjin Normal University (Elementary Education Edition), (1), 14.‏
  38. Saunders, F. C., Brooks, J., & Dawson, M. (2019). Exploring staff attitudes to distance learning–what are the opportunities, challenges and impacts on engineering academics and instructional designers. European Journal of Engineering Education, doi:10.1080/03043797.2019.1677562.‏
  39. Takahashi, M., Nakano, S., Kanai, J., Yamashiro, S., & Fujisawa, K. (2018). Issues on crisis management and continuity of day-care centers in the 2017 Kyushu northern heavy rain. Journal of Japan Society of Civil Engineers,74(2), 85-92.‏