The Impact of Teacher Training on ADHD: Assessing Classroom Interventions and Teacher's Self-Efficacy
School of Behavioral Sciences
Doctor of Education in Community Care and Counseling (EdD)
Teacher Training, ADHD, Self-efficacy, Teacher Self-efficacy, Knowledge, Classroom Strategies
Counseling | Education
Hamilton, Cheryl Young, "The Impact of Teacher Training on ADHD: Assessing Classroom Interventions and Teacher's Self-Efficacy" (2021). Doctoral Dissertations and Projects. 2951.
Attention-deficit/hyperactivity disorder (ADHD) has been a topic that has gained widespread attention, especially in the last decade. Researchers have attempted to study the growing epidemic in numerous ways, from understanding the cause to helping children and adults learn how to deal with the lifelong diagnosis. More recently, the mainstream topic has leaned towards institutional factors that continuously a lack of support for teachers within the classroom. Teachers and educators around the world have been placed at the forefront to manage something that may appear foreign. Consequently, school districts are left with the daunting task of following federal regulations that they may not be prepared to understand. Assessments have been utilized to determine how this growing epidemic has reshaped the outcomes of students within the classroom. It should come as no surprise that studies show a link between negative teacher's beliefs and student academics. After reviewing past and present research, there appears to be a significant research deficit in the area of teacher’s knowledge, training, and teacher self-efficacy. Research is needed to evaluate the effectiveness of providing training that will aim to enhance teacher’s understanding of ADHD, develop classroom strategies, and strengthen teacher self-efficacy.