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ERIC Number: EJ1160554
Record Type: Journal
Publication Date: 2017-Dec
Pages: 11
Abstractor: As Provided
ISSN: EISSN-1538-4799
Elementary and Middle School Teachers' Self-Reported Use of Positive Behavioral Supports for Children with ADHD: A National Survey
Hart, Katie C.; Fabiano, Gregory A.; Evans, Steven W.; Manos, Michael J.; Hannah, Jane N.; Vujnovic, Rebecca K.
Journal of Emotional and Behavioral Disorders, v25 n4 p246-256 Dec 2017
This study examined elementary and middle school teachers' self-reported use of behavioral supports for students with attention-deficit/hyperactivity disorder (ADHD) from a national sample of teachers. This information is important given increased attention and emphasis on universal and targeted strategies within problem-solving models in schools. Participants were teachers surveyed from 26 states across North America about their use of behavioral supports for their students with ADHD. Results are grouped by primary (K-2), intermediate (3-5), and middle (6-8) school levels. Results from this survey demonstrate that teachers report using significantly more universal and targeted strategies in the primary and intermediate school levels than teachers in the middle school level, revealing a reduction of behavioral supports for students with ADHD as they move into the middle school years. These findings have have implications for targeting school-based interventions for students with ADHD as they transition into middle school.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A