Perceived Effectiveness of Classroom Management Interventions with ADHD

Abstract

Many teachers are concerned about their ability to work effectively with students who have a diagnosis of attention deficit/hyperactivity disorder (ADHD). The purpose of this quantitative descriptive study was to determine the perceived efficacy of common interventions used to address negative ADHD behaviors in the elementary and middle school classrooms. The research questions investigated teachers’ perceptions of the efficacy of the interventions, and the relationship between the interventions perceived as efficacious and teacher demographics. The data collection instrument was a researcher-designed survey that provided primarily quantitative data collected from 97 voluntary participants from two middle schools and four elementary schools. Spearman’s Rho findings indicate a correlation between perceived efficacy of interventions and teacher’s grade level taught and years of experience. Friedman’s test indicated the intervention perceived most efficacious depended on the negative ADHD behavior presented.

Keywords: mainstreaming, interventions, attention deficit/hyperactivity disorder, classroom management, program effectiveness