Teacher understanding of ADHD as reflected in attributions and classroom strategies

Abstract

Teacher understanding of Attention-Deficit/Hyperactivity Disorder (ADHD) was examined by analyzing teacher reports of attributions about the behavior of individual students with the condition, and by using teacher reports of management strategies. Participants, 21 elementary education teachers in three states, were interviewed twice using a semistructured format. The narratives provided by teachers indicated a wide range of techniques for addressing disruptive behaviors and/or underachievement. However, teachers lacked information on the behavioral profiles of ADHD and lacked comprehensive plans of action for classroom management. These findings have substantial implications for teacher training and for general classroom functioning, as well as for the valid identification of children in need of supportive services and for their treatment.