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ERIC Number: EJ1217868
Record Type: Journal
Publication Date: 2019-Jun
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0033-3085
Teacher Attributions for Children's Attention-Deficit/Hyperactivity Disorder Behaviors Predict Experiences with Children and with Classroom Behavioral Management in a Summer Program Practicum
Mikami, Amori Yee; Smit, Sophie; Johnston, Charlotte
Psychology in the Schools, v56 n6 p928-944 Jun 2019
Abstract Elementary school teachers often implement classroom behavioral management systems to address student misbehavior. Common problems targeted by these systems are the inattentive, hyperactive, and impulsive behaviors characteristic of attention-deficit/hyperactivity disorder (ADHD). This study examined teachers' attributions for why children display ADHD behaviors, and how such attributions affect their experiences with children in the context of interventions to manage these behaviors. Participants were 32 preservice teachers undertaking a practicum in a summer program for 137 children (Grades 1-3), some of whom had ADHD. Teachers were trained to implement classroom-wide behavioral management. Teachers' attributions for children's ADHD behaviors were assessed using a vignette measure, before teachers had met their students or begun training on intervention techniques. When controlling for attributions regarding oppositional behavior, teachers' initial attributions for ADHD behaviors as less internal/controllable predicted children reporting more positive relationships with that teacher during the summer program. Teachers' initial attributions for ADHD behaviors as less stable predicted teachers' greater satisfaction with the intervention techniques during the summer program and their greater attunement to children's social networks. Cognitions about the causes of children's ADHD behaviors held by preservice teachers may relate to their subsequent experiences with children in the context of implementing classroom behavioral management.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Institute of Mental Health (DHHS/NIH)
Authoring Institution: N/A
Grant or Contract Numbers: 1R21MH091486