Ed.D. Dissertations

Date of Award

Spring 4-5-2018

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Sally Evans, Ed.D.

Content Specialist

Yvonne McCastle, Ed.D.

Content Reader

Andrea M. Wilson, Ph.D.

Keywords

ADHD instructional interventions, Attention-deficit/hyperactivity disorder (ADHD), executive functions (EFs), web-based professional development, professional development (PD)

Abstract

Classroom teachers face challenges in the classroom when meeting the learning and behavioral needs of students diagnosed with Attention-Deficit/ Hyperactivity Disorder (ADHD). To help teachers work through these challenges, a web-based professional development training was implemented at a K-5 elementary school on research-based instructional interventions and behavioral strategies for teaching students with ADHD. The purpose of the study was to: (1) examine teacher perception of the learning from the professional development training on ADHD, (2) identify how teachers used the research-based strategies learned in instruction, and (3) identify trends in teacher knowledge of ADHD after the professional development. Six teachers participated in the web-based professional development. After the training, teachers implemented research-based academic interventions and behavioral strategies with students in their classes diagnosed with ADHD. Findings revealed that after participating in the web-based professional development on ADHD, teacher participants overall knowledge of ADHD increased slightly as measured by the pre- and post-KADDS survey. Teacher participants also indicated that for some of their students with ADHD, the implementation of the research-based strategies resulted in a higher occurrence of on-task behaviors, along with increased attention and motivation. Plus, there was a decrease in disruptive behaviors with some of their students with ADHD. Additionally, teacher participants perceived the web-based professional development was interactive, purposeful, and applicable to their needs in making instructional decisions when teaching students with ADHD.

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