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Journal Article

Citation

Girio EL, Owens JS. School Ment. Health 2009; 1(1): 16-25.

Copyright

(Copyright © 2009, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/s12310-008-9001-6

PMID

unavailable

Abstract

This study examined teachers' acceptability of evidence-based and promising treatments for children with attention-deficit/hyperactivity disorder (ADHD). Teachers (N = 156) from 11 elementary schools read a vignette describing a boy with symptoms typical of combined type ADHD. Using the Intervention Rating Profile-10, teachers rated the acceptability of three promising treatments (peer tutoring, self-reinforcement, and social skills) and three evidence-based treatments, both psychosocial (daily report card and time-out) and pharmacological (stimulant medication). Teacher factors, including teacher self-efficacy, were evaluated as predictors of treatment acceptability. The daily report card (DRC) received the highest mean acceptability rating among the treatments, and was rated significantly higher than 4 of 5 other treatments; the DRC was not rated significantly higher than the self-reinforcement strategy. Years of experience was predictive of acceptability in that more experienced teachers rated time-out as more acceptable than peer tutoring.

RESULTS replicate previous findings and uniquely indicate that promising treatments are considered as acceptable, and in some cases, more acceptable than evidence-based treatments for children with ADHD.


Language: en

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