Parent and teacher attitudes to pharmacological management of medically diagnosed attention deficit primary school children

Abstract

The purpose of this study was to compare the attitudes of parents and teachers to the use of pharmacological management or intervention for the child with ADHD in the classroom. Particular focus was placed on differences in attitude toward the use of stimulants, for the management of emotional/behavioural, cognitive/academic, social and classroom organizational behaviours of children with ADHD. Thirty female Western Australian primary school teachers and 90 female parents participated in the present investigation. Participants included: (a) parents of non-medicated children with ADHD, (b) parents of medicated children with ADHD, (c) teachers in regular primary schools, and (d) parents of non-affected children. These participants were given an attitude questionnaire to determine their attitudes towards the use of stimulant medications with children who have ADHD. Teachers held significantly less positive attitudes toward the pharmacological management of children with ADHD, than did the parents surveyed. Parents of medicated children with ADHD were significantly more positive in their attitudes towards pharmacological management, than were parents of non-medicated children with ADHD. Parents of medically diagnosed children with ADHD, collectively held significantly more positive attitudes toward pharmacological management for these children, than parents of non-affected children. Findings are discussed in relation to previous research, which suggests that differences in attitudes may be related to a respondent\u27s current knowledge and experiences with pharmacological management for children who have ADHD. Practical implications for parental support and education of teachers are outlined