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Accurately Assessing Teacher ADHD-Specific Attitudes Using the Scale for ADHD-Specific Attitudes

Authors
  • Mulholland, Sarah1
  • Cumming, Therese M.1
  • Lee, Jihyun1
  • 1 UNSW, Sydney, Australia
Type
Published Article
Journal
Journal of Attention Disorders
Publisher
SAGE Publications
Publication Date
Feb 26, 2023
Volume
27
Issue
5
Pages
554–568
Identifiers
DOI: 10.1177/10870547231153938
PMID: 36843350
PMCID: PMC9978867
Source
PubMed Central
Keywords
Disciplines
  • Articles
License
Unknown

Abstract

Objective: The aim of this study is therefore twofold, first to accurately examine the ADHD-specific attitudes of New South Wales Government school in-service teachers using the Scale for ADHD-Specific Attitudes (Authors 2016), and second, to determine if any of their socio-demographic features could predict their attitudes Method: Exploratory factor analysis found a 5-factor structure, and multiple regression analysis was performed to establish the existence of groups of variables with respect to teacher attitudes towards ADHD-type behaviours and any demographic predictors of teacher attitudes. Results: The final regression model found significant predictors of each factor with R2 values ranging from .007 to .147. Conclusion: This study illustrated that teachers had generally positive attitudes towards students who display ADHD-type behaviours, however, they found the externalised behaviours of ADHD irritating in the classroom and found teaching students with ADHD-type behaviours difficult, and teachers want more information about ADHD and how to manage it in the classroom.

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