TEACHER MINDSET AND ACCEPTABILITY OF CLASSROOM INTERVENTIONS FOR STUDENTS WITH ADHD

Abstract

Attention Deficit/ Hyperactivity Disorder (ADHD) is one of the most studied disabilities that impacts school age children. There is significant research that supports what school-based interventions work for students with ADHD; however, the research also shows that these interventions are not consistently used within the schools. Three of the most studied interventions are Token Economies, Home-School Collaboration, and Medication management. The present study attempts to look at the further growing research field of which aspects influence intervention use, specifically teacher's mindsets. Using a regression analysis, the study examined teachers' growth mindset, as measured by Implicit Person Theory Measure, accounted for their perceived acceptability and feasibility responses on the User Rater Profile - Intervention Revised (URP-IR) for three main ADHD interventions (token economies, home-school collaboration systems, and pharmaceutical intervention). Degree type, years of teaching experience, and experience with ADHD students was used as a first step in the regression model. The study found that the number of students taught influenced teachers' acceptability and feasibility of medication management and that teacher's mindset did not have an influence on their perception of the acceptability and feasibility of the interventions.