23 research outputs found
Education professionals' attitudes towards the inclusion of children with ADHD : the role of knowledge and stigma
Get PDFAttitudes play a pivotal role in the inclusion of children with Attention Deficit/Hyperactivity Disorder (ADHD) in mainstream schools but little is known about factors that influence these. This study investigated the effect of ADHD knowledge and stigma on professionals attitudes towards mainstream inclusion. Teachers, support staff, school managers and educational psychologists completed questionnaires assessing ADHD knowledge, stigma and attitudes towards inclusion. Psychologists displayed more knowledge, had less stigmatising beliefs and more inclusive attitudes than other professions. Regression analyses revealed those with more knowledge of ADHD and less stigma held more positive attitudes towards mainstream inclusion. Results have implications for how to promote inclusive beliefs about ADHD
High School–Based Treatment for Adolescents With Attention-Deficit/Hyperactivity Disorder: Results From a Pilot Study Examining Outcomes and Dosage
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Self-Monitoring Interventions for At-Risk Middle School Students: The Importance of considering Function
No full textEvaluation of the Homework, Organization, and Planning Skills (HOPS) Intervention for Middle School Students with Attention Deficit Hyperactivity Disorder as Implemented by School Mental Health Providers
No full textEffects of Self-Monitoring on the Classroom Preparedness Skills of Kindergarten Students at-risk for Developmental Disabilities
No full textPredictors of Response and Mechanisms of Change in an Organizational Skills Intervention for Students with ADHD
No full textComparative Pairs Marking Supports Authentic Assessment of Practical Performance Within Constructivist Learning Environments
No full textEinzelfallbefunde zur Implementation des Marburger Konzentrationstrainings in den Mathe- und Deutschunterricht
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