Date of Award
Spring 4-5-2018
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Sally Evans, Ed.D.
Second Advisor
Yvonne McCastle, Ed.D.
Third Advisor
Andrea M. Wilson, Ph.D.
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.