Date

4-7-2026

Department

School of Behavioral Sciences

Degree

Doctor of Philosophy in Psychology (PhD)

Chair

Laura Rolen

Keywords

ADHD, teacher perceptions, intervention acceptability, inclusive education

Disciplines

Education | Psychology

Abstract

Attention-deficit hyperactivity disorder (ADHD) is a prevalent neurocognitive disorder, highly diagnosed in students. Teachers play a crucial role in the detection of ADHD and in implementing interventions. However, their perceptions, confidence, and barriers influence how interventions are applied in the classroom. The purpose of this study was to examine teachers’ perceptions and knowledge of ADHD and their perceptions of the evidence-based interventions for students with ADHD. The study also explored the role of student-teacher relationships on academic outcomes, perceived barriers to implementation, and factors influencing teachers’ willingness to implement interventions. Participants included 25 certified teachers, teaching core subjects in grades 6 through 12, with at least one student with a diagnosis of ADHD. Participants completed the Knowledge of Attention Deficit Disorders Scale, the Perception of Attention Deficit Disorder Survey, and the Intervention Acceptability Survey, along with open-ended qualitative questions. The quantitative data were analyzed using statistical procedures, and the qualitative data using thematic analysis. Quantitative findings indicated significant relationships between teachers’ perceptions of ADHD, intervention acceptability, and perceived effectiveness, while ADHD knowledge was not significantly associated with teacher confidence. Teachers rated classroom-based contingency procedures as more acceptable than self-management procedures, and acceptability of medication did not differ by ADHD presentation type. Qualitative findings revealed that systemic constraints, administrative support, training gaps, and student-teacher relationships strongly influenced teachers’ willingness and ability to implement interventions. Findings highlight ecological and efficacy-based factors shaping intervention implementation in the classroom.

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