The Acceptability of Interventions for Attention-Deficit Hyperactivity Disorder Among Elementary and Middle School Teachers

POWER, THOMAS J.; HESS, LAURA E.; BENNETT, DAVID S.

doi:10.1097/00004703-199508000-00005

Cited by 97Attention Deficit Hyperactivity DisorderBehavioral and Psychological StudiesSchool Health and Nursing Education

The DOI matches its Crossref record.

The Acceptability of Interventions for Attention-Deficit Hyperactivity Disorder Among Elementary and Middle School Teachers

POWER, THOMAS J., HESS, LAURA E., BENNETT, DAVID S.·1995·Journal of Developmental & Behavioral Pediatrics

DOI 10.1097/00004703-199508000-00005

Open this paper in CoChat — free account

Abstract

The acceptability of behavioral and pharmacological interventions for children with attention-deficit hyperactivity disorder (ADHD) among elementary and middle school teachers was examined. Teachers (n = 147) from four suburban school districts read vignettes depicting the use of two behavioral interventions (i.e., daily report and a response cost procedure) and the use of psychostimulant medication in the treatment of ADHD and then rated the acceptability of each. Teachers' ratings of acceptability were examined as a function of knowledge of ADHD and level of teaching experience. Results demonstrated that elementary and middle school teachers each rated daily report as significantly more acceptable than response cost and stimulant medication. Also, teachers rated medication as more acceptable when used in combination with behavioral interventions than when used in isolation. Knowledge of ADHD and years of teaching experience generally were unrelated to ratings of acceptability. Cluster analyses demonstrated that teachers can be differentiated into several profile types with regard to their perceptions of treatment acceptability.

Integrity signals

Registry

Crossref · 10.1097/00004703-199508000-00005

Cites

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Many parents prefer not to use medication for their child with ADHD.
“many parents prefer not to use medication as a treatment for their child with ADHD (Pisecco, Huzinec, & Curtis, 2001; Power, Hess, & Bennett, 1995).”
From The influences of environmental enrichment, cognitive enhancement, and physical exercise on brain development: Can we alter the developmental trajectory of ADHD? (2011) · cites this paper as Power et al., 1995

Sorted by citations

The influences of environmental enrichment, cognitive enhancement, and physical exercise on brain development: Can we alter the developmental trajectory of ADHD?
Halperin, J. M., & Healey, D. M. (2011) · Neuroscience & Biobehavioral Reviews · doi:10.1016/j.neubiorev.2010.07.006 · Cited by 237
School psychology: a public health framework
Hunter, L. (2003) · Journal of School Psychology · doi:10.1016/s0022-4405(02)00143-7 · Cited by 215
Service Utilization among Ethnic Minority Children with ADHD: A Model of Help-Seeking Behavior
Eiraldi, R. B., Mazzuca, L. B., Clarke, A. T., & Power, T. J. (2006) · Administration and Policy in Mental Health and Mental Health Services Research · doi:10.1007/s10488-006-0063-1 · Cited by 198
Self-citation
Measuring implementation outcomes: An updated systematic review of measures’ psychometric properties
Mettert, K., Lewis, C., Dorsey, C., Halko, H., & Weiner, B. (2020) · Implementation Research and Practice · doi:10.1177/2633489520936644 · Cited by 162
A family–school intervention for children with ADHD: Results of a randomized clinical trial.
Power, T. J., Mautone, J. A., Soffer, S. L., Clarke, A. T., Marshall, S., Sharman, J., Blum, N. J., Glanzman, M. M., Elia, J., & Jawad, A. F. (2012) · Journal of Consulting and Clinical Psychology · doi:10.1037/a0028188 · Cited by 158
Self-citation
Willingness to use ADHD treatments: A mixed methods study of perceptions by adolescents, parents, health professionals and teachers
Bussing, R., Koro-Ljungberg, M., Noguchi, K., Mason, D., Mayerson, G., & Garvan, C. W. (2012) · Social Science & Medicine · doi:10.1016/j.socscimed.2011.10.009 · Cited by 151
“Studies seeking to identify predictors of teacher treatment acceptability reported absent (Power et al., 1995) or small (Vereb & DiPerna, 2004) relationships to ADHD training or years of teaching experience, and possible influences of the affected students’ genders, suggesting that teachers may view girls as better ca…”
Background
The impact of teacher factors on achievement and behavioural outcomes of children with Attention Deficit/Hyperactivity Disorder (ADHD): a review of the literature
Sherman, J., Rasmussen, C., & Baydala, L. T. (2008) · Educational Research · doi:10.1080/00131880802499803 · Cited by 153
“Power, Hess and Bennett ( 1995 ) noted that the success of school-based interventions is not completely due to the efficacy of the treatments, but may also be due to whether teachers perceive the intervention programmes to be acceptable.”
Background
Behavioral conceptions and applications of acceptability: Issues related to service delivery and research methodology.
Eckert, T. L., & Hintze, J. M. (2000) · School Psychology Quarterly · doi:10.1037/h0088782 · Cited by 143
Teachers' Knowledge of ADHD, Treatments for ADHD, and Treatment Acceptability: An Initial Investigation
Vereb, R. L., & DiPerna, J. C. (2004) · School Psychology Review · doi:10.1080/02796015.2004.12086259 · Cited by 130
School-Based Interventions for Students With Attention Deficit Hyperactivity Disorder: Current Status and Future Directions
DuPaul, G. J. (2007) · School Psychology Review · doi:10.1080/02796015.2007.12087939 · Cited by 116
Moving beyond assessment of treatment acceptability: An examination of the factor structure of the Usage Rating Profile—Intervention (URP-I).
Chafouleas, S. M., Briesch, A. M., Riley‐Tillman, T. C., & McCoach, D. B. (2009) · School Psychology Quarterly · doi:10.1037/a0015146 · Cited by 103
The role of treatment acceptability in the initiation of treatment for ADHD
Krain, A. L., Kendall, P. C., & Power, T. J. (2005) · Journal of Attention Disorders · doi:10.1177/1087054705279996 · Cited by 95
Self-citation
Social outcomes of children with AD/HD: Contributing factors and implications for practice
Stormont, M. A. (2001) · Psychology in the Schools · doi:10.1002/pits.1040 · Cited by 92
Predictors of Receipt of School Services in a National Sample of Youth With ADHD
DuPaul, G. J., Chronis-Tuscano, A. M., Danielson, M. L., & Visser, S. N. (2018) · Journal of Attention Disorders · doi:10.1177/1087054718816169 · Cited by 90
Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research
Richardson, M. A., Moore, D. A., Gwernan‐Jones, R., Coon, J. T., Ukoumunne, O. C., Rogers, M., Whear, R., Newlove-Delgado, T. V., Logan, S., Morris, C., et al. (2015) · Health Technology Assessment · doi:10.3310/hta19450 · Cited by 113
Teacher understanding of ADHD as reflected in attributions and classroom strategies
Arcia, E., Frank, R., Sánchez-Lacay, A., & Fernáindez, M. C. (2000) · Journal of Attention Disorders · doi:10.1177/108705470000400203 · Cited by 85
Attitude and knowledge of attention deficit hyperactivity disorder and learning disability among high school teachers
Brook, U., Watemberg, N. M., & Geva, D. (2000) · Patient Education and Counseling · doi:10.1016/s0738-3991(99)00080-4 · Cited by 81
The Effect of Child Characteristics on Teachers' Acceptability o f Classroom-Based Behavioral Strategies and Psychostimulant Medication for the Treatment of ADHD
Pisecco, S., Huzinec, C., & Curtis, D. (2001) · Journal of Clinical Child & Adolescent Psychology · doi:10.1207/s15374424jccp3003_12 · Cited by 77
“Results were consistent with our first hypothesis and the findings of others (Power et al., 1995) in that, regardless of sex, the DRC was the most preferred intervention.”
BackgroundResult
The impact of teacher credentials on ADHD Stigma Perceptions
Bell, L., Long, S. K., GARVAN, C. W., & Bussing, R. (2010) · Psychology in the Schools · doi:10.1002/pits.20536 · Cited by 78
Barriers to evidence-based treatment for children with attention-deficit/hyperactivity disorder
Corkum, P. V., Bessey, M., McGonnell, M., & Dorbeck, A. (2014) · ADHD Attention Deficit and Hyperactivity Disorders · doi:10.1007/s12402-014-0152-z · Cited by 74
Adolescent Suicide Prevention: School Psychologists' Acceptability of School-Based Programs
Eckert, T. L., Miller, D. N., DuPaul, G. J., & Riley‐Tillman, T. C. (2003) · School Psychology Review · doi:10.1080/02796015.2003.12086183 · Cited by 67
Evaluation of a novel community-based COVID-19 ‘Test-to-Care’ model for low-income populations
Kerkhoff, A. D., Sachdev, D. D., Mizany, S., Rojas, S., Gandhi, M., Peng, J., Black, D., Jones, D., Rojas, S., Jacobo, J., et al. (2020) · PLoS ONE · doi:10.1371/journal.pone.0239400 · Cited by 62
Teacher perceptions of classroom interventions for children with ADHD: A cross-cultural comparison of teachers in the United States and New Zealand.
Curtis, D. F., Pisecco, S., Hamilton, R. J., & Moore, D. W. (2006) · School Psychology Quarterly · doi:10.1521/scpq.2006.21.2.171 · Cited by 63
Cross-national comparisons of teachers’ knowledge and misconceptions of ADHD.
Sciutto, M., Terjesen, M., Kučerová, A., Michalová, Z., Schmiedeler, S., Antonopoulou, K., Shaker, N., Lee, J.-Y., Alkahtani, K., Drake, B., et al. (2016) · International Perspectives in Psychology · doi:10.1037/ipp0000045 · Cited by 58
From Consultation to Student Outcomes: The Role of Teacher Knowledge, Skills, and Beliefs in Increasing Integrity in Classroom Management Strategies
Coles, E. K., Owens, J. S., Serrano, V. J., Slavec, J., & Evans, S. W. (2015) · School Mental Health · doi:10.1007/s12310-015-9143-2 · Cited by 60
Latina Mothers' Stances on Stimulant Medication
Arcia, E., FERNÁNDEZ, M. C., & Jáquez, M. (2004) · Journal of Developmental & Behavioral Pediatrics · doi:10.1097/00004703-200410000-00002 · Cited by 58
Predicting treatment response for childhood attention-deficit/hyperactivity disorder: Introduction of a heuristic model to guide research
Hoza, B., Johnston, C., Pillow, D. R., & Ascough, J. C. (2006) · Applied and Preventive Psychology · doi:10.1016/j.appsy.2005.11.001 · Cited by 53
Development of a Family–School Intervention for Young Children With Attention Deficit Hyperactivity Disorder
Mautone, J. A., Marshall, S., Sharman, J., Eiraldi, R. B., Jawad, A. F., & Power, T. J. (2012) · School Psychology Review · doi:10.1080/02796015.2012.12087499 · Cited by 47
Self-citation
ADHD Knowledge, Misconceptions, and Treatment Acceptability
Sciutto, M. (2015) · Journal of Attention Disorders · doi:10.1177/1087054713493316 · Cited by 49
The relationship between treatment integrity and acceptability of reading interventions for children with Attention‐Deficit/Hyperactivity Disorder
Mautone, J. A., DuPaul, G. J., Jitendra, A. K., Tresco, K. E., Junod, R. E. V., & Volpe, R. J. (2009) · Psychology in the Schools · doi:10.1002/pits.20434 · Cited by 44
Between a rock and a hard place: an Australian perspective on education of children with ADHD
Atkinson, I., Robinson, J. A., & Shute, R. H. (1997) · Educational and Child Psychology · doi:10.53841/bpsecp.1997.14.1.21 · Cited by 39
Adolescent suicide prevention: Gender differences in students' perceptions of the acceptability and intrusiveness of school-based screening programs
Eckert, T. L., Miller, D. N., Riley‐Tillman, T. C., & DuPaul, G. J. (2006) · Journal of School Psychology · doi:10.1016/j.jsp.2006.05.001 · Cited by 36
Daily Behavior Report Cards with and without Home-Based Consequences: Improving Classroom Behavior in Low Income, African American Children with ADHD
Jurbergs, N., Palcic, J. L., & Kelley, M. L. (2010) · Child & Family Behavior Therapy · doi:10.1080/07317107.2010.500501 · Cited by 37
“This intervention consistently is judged to be highly acceptable by teachers and parents (Galloway & Sheridan, 1994 ; Jurbergs et al, 2007 ; Pisecco, Huzinec, & Curtis, 2001 ; Power, Hess, & Bennet, 1995 ).”
Teacher Acceptability of Evidence-Based and Promising Treatments for Children with Attention-Deficit/Hyperactivity Disorder
Girio-Herrera, E. L., & Owens, J. S. (2008) · School Mental Health · doi:10.1007/s12310-008-9001-6 · Cited by 35
“Positive Treatments This study and others (Elliot et al., 1984; Power et al., 1995; Witt et al., 1984) overwhelmingly suggest that positive treatments will likely be found more acceptable than reductive treatments to address ADHD.”
BackgroundMethodResultInfluential
The Effect of Involving Classroom Teachers in a Parent Training Program for Families of Children with ADHD
Corkum, P. V., McKinnon, M. M., & Mullane, J. C. (2005) · Child & Family Behavior Therapy · doi:10.1300/j019v27n04_02 · Cited by 35
Review of Tools Used for Assessing Teachers’ Level of Knowledge with Regards Attention Deficit Hyperactivity Disorder (ADHD)
Soroa, M., Gorostiaga, A., & Balluerka, N. (2013) · InTech eBooks · doi:10.5772/54277 · Cited by 34
“secondary education have regarding ADHD [33], and the fourth and final version [31] has not been published, so its target population is unknown.”
Background
A Developmental Perspective on Attention-Deficit/Hyperactivity Disorder (ADHD)
Campbell, S. B. G., Halperin, J. M., & Sonuga-Barke, E. J. S. (2014) · Springer eBooks · doi:10.1007/978-1-4614-9608-3_22 · Cited by 39
Urban Educators’ Perceptions of Interventions for Students with Attention Deficit Hyperactivity Disorder: A Preliminary Investigation
Graczyk, P. A., Atkins, M. S., Jackson, M., Letendre, J. A., Kim‐Cohen, J., Baumann, B., & McCoy, J. S. (2005) · Behavioral Disorders · doi:10.1177/019874290503000203 · Cited by 33
Pediatric psychopharmacology: A review of new developments and recent research.
Brown, R. T., & Sammons, M. T. (2002) · Professional Psychology Research and Practice · doi:10.1037/0735-7028.33.2.135 · Cited by 33
Investigation of Teachers’ Verbal and Non-verbal Strategies for Managing Attention Deficit Hyperactivity Disorder (ADHD) Students’ Behaviours within a Classroom Environment
Geng, G. H. (2011) · The Australian journal of teacher education · doi:10.14221/ajte.2011v36n7.5 · Cited by 32
Unknown, Unloved? Teachers’ Reported Use and Effectiveness of Classroom Management Strategies for Students with Symptoms of ADHD
Gaastra, G. F., Groen, Y., Tucha, L., & Tucha, O. (2019) · Child and Youth Care Forum · doi:10.1007/s10566-019-09515-7 · Cited by 4
Information Needs of Parents of Children With Attention-Deficit/ Hyperactivity Disorder
Sciberras, E., Iyer, S., Efron, D., & Green, J. B. (2010) · Clinical Pediatrics · doi:10.1177/0009922809346730 · Cited by 30
Satisfaction with treatment for attention-deficit/hyperactivity disorder.
Bukstein, O. G. (2004) · PubMed · Cited by 28
What contributes to patient and parent satisfaction with medication in the treatment of children with ADHD? A report on the development of a new rating scale
Görtz‐Dorten, A., Breuer, D., Hautmann, C., Rothenberger, A., & Döpfner, M. (2011) · European Child & Adolescent Psychiatry · doi:10.1007/s00787-011-0207-z · Cited by 27
“Despite the effectiveness of ADHD medications, parents and teachers generally consider non-pharmacological or combination (pharmacological and non-pharmacological) therapies more acceptable [17, 19, 23], which can clearly have an influence on the way children perceive medication [28].”
Background
School-based interventions for students with attention-deficit/hyperactivity disorder
Power, T. J., Tresco, K. E., & Cassano, M. C. (2009) · Current Psychiatry Reports · doi:10.1007/s11920-009-0061-6 · Cited by 25
Self-citation
Knowledge and Attitudes of Preschool Teachers Regarding Attention Deficit Hyperactivity Disorder
Amiri, S., Noorazar, S. G., Fakhari, A., Darounkolaee, A. G., & Gharehgoz, A. B. (2016) · Iranian Journal of Pediatrics · doi:10.5812/ijp.3834 · Cited by 23
“This may explain why the number of years of experience was not correlated with the knowledge of teachers, although dissimilar results have been reported regarding years of experience and knowledge or attitude toward ADHD (15, 18, 21).”
Result
The experiences of and attitudes toward non-pharmacological interventions for attention-deficit/hyperactivity disorder used in school settings: a systematic review and synthesis of qualitative research
Moore, D. A., Gwernan‐Jones, R., Richardson, M. A., Racey, D. N., Rogers, M., Stein, K., Coon, J. T., Ford, T. J., & Garside, R. (2016) · Emotional and Behavioural Difficulties · doi:10.1080/13632752.2016.1139296 · Cited by 23
Psychosocial Interventions to Improve the School Performance of Students with Attention-Deficit/Hyperactivity Disorder.
Tresco, K. E., Lefler, E. K., & Power, T. J. (2010) · PubMed · Cited by 23
Self-citation
Effects of a Teacher Training Programme on Symptoms of Attention Deficit Hyperactivity Disorder.
Frölich, J., Breuer, D., Döepfner, M., & Amonn, F. (2012) · International Journal of Special Education (IJSE) · Cited by 20
Burnout Levels of Teachers of Students with AD/HD in Turkey: Comparison with Teachers of Non-AD/HD Students
Özdemir, S. (2006) · Education and Treatment of Children · Cited by 19
Preferences related to attention-deficit/hyperactivity disorder and its treatment
Matza, L., Matza, L., VanBrunt, K., Classi, P. M., & Johnston (2011) · Patient Preference and Adherence · doi:10.2147/ppa.s6389 · Cited by 18
“45 These seven studies were excluded from the current review because they were not consistent with generally accepted definitions of ‘preference’, which involves a choice between two or more options.”
Role of Parent Training in the Effective Management of Attention-Deficit/Hyperactivity Disorder
Power, T. J., Russell, H. F., Soffer, S., Blom-Hoffman, J., & Grim, S. (2002) · Disease Management & Health Outcomes · doi:10.2165/00115677-200210020-00007 · Cited by 21
Self-citation
Reviews: Medication Management in Primary and Secondary Schools
Reutzel, T. J., Patel, R., & Myers, M. A. (2001) · Journal of the American Pharmaceutical Association (1996) · doi:10.1016/s1086-5802(16)31207-4 · Cited by 16
A Comparison of Teacher and Parent Delivered Consequences: Improving Classroom Behavior in Low-Income Children with ADHD
Palcic, J. L., Jurbergs, N., & Kelley, M. L. (2009) · Child & Family Behavior Therapy · doi:10.1080/07317100902910513 · Cited by 14
“The procedure consistently is judged as highly acceptable by parents and teachers (Galloway & Sheridan, 1994 ; Jurbergs et al, 2007 ; Pisecco, Huzinec, & Curtis, 2001 ; Power, Hess, & Bennet, 1995 ).”
Implementing Interactive Professitonal Development In a Workshop Course on Educating Students with AD/HD
Bos, C. S., Nahmias, M. L., & Urban, M. A. (1997) · Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children · doi:10.1177/088840649702000207 · Cited by 14
Against the Grain: A Proposal for a Psychosocial First Approach to Treating ADHD—the Buffalo Treatment Algorithm
Pelham, W. E. (2007) · Medical psychiatry · doi:10.3109/9781420017144.027 · Cited by 12
Response to Intervention for Youth with Attention-Deficit/Hyperactivity Disorder: Incorporating an Evidence-Based Intervention Within a Multi-tiered Framework
Vujnovic, R. K., Holdaway, A. S., Owens, J. S., & Fabiano, G. A. (2013) · Issues in clinical child psychology · doi:10.1007/978-1-4614-7624-5_29 · Cited by 12
Teachers' comfort and importance ratings for interventions for preschoolers with AD/HD
Stormont, M. A., & Stebbins, M. S. (2001) · Psychology in the Schools · doi:10.1002/pits.1016 · Cited by 12
“Our findings support previous research with older children that has found that years of teaching experience was not related to the acceptability of different intervention options (Power et al., 1995), beliefs regarding intervention effectiveness (Hawkins et al.”
BackgroundResult
Attention-deficit/hyperactivity disorder: General education elementary school teachers' knowledge, training, and ratings of acceptability of interventions
Small, S. L. (2003) · Digital Commons - University of South Florida (University of South Florida) · Cited by 11
Effects of Teacher Factors on Expectations of Students With ADHD
Legato, L. J., Ramsey, A., & Budd, K. S. (2010) · PsycEXTRA Dataset · doi:10.1037/e628772010-001 · Cited by 11
The Revised Korean Practice Parameter for the Treatment of Attention-Deficit Hyperactivity Disorder (III) - Pharmacological Treatment -
Kim, H., Kim, E. J., Kim, J.-H., Park, J., Bahn, G. H., Lee, Y. J., Jhung, K., & Shin, D. (2017) · Journal of korean Academy of Child and Adolescent Psychiatry · doi:10.5765/jkacap.2017.28.2.70 · Cited by 8
Teacher Ratings of Acceptability of a Daily Report Card Intervention Prior to and During Implementation: Relations to Implementation Integrity and Student Outcomes
Girio-Herrera, E. L., Egan, T. E., Owens, J. S., Evans, S. W., Coles, E. K., Holdaway, A. S., Mixon, C. S., & Kassab, H. D. (2021) · School Mental Health · doi:10.1007/s12310-020-09400-y · Cited by 7
The Revised Korean Practice Parameter for the Treatment of Attention-Deficit Hyperactivity Disorder (IV) - Non-Pharmacologic Treatment -
Shin, Y., Kim, E., Kim, Y., Bhang, S., Lee, E., Lee, C.-S., Chang, H. Y., Hong, M., & Shin, D. (2017) · Journal of korean Academy of Child and Adolescent Psychiatry · doi:10.5765/jkacap.2017.28.2.84 · Cited by 6
Attention-Deficit Hyperactivity Disorder: Teachers' Perceptions and Acceptability of Interventions
Vitanza, B. S. (2014) · Digital Commons - PCOM (Philadelphia College of Osteopathic Medicine) · Cited by 6
Evaluation of a novel community-based COVID-19 ‘Test-to-Care’ model for low-income populationsPreprint
Kerkhoff, A. D., Sachdev, D. D., Mizany, S., Rojas, S., Gandhi, M., Peng, J., Black, D., Jones, D., Rojas, S., Jacobo, J., et al. (2020) · medRxiv · doi:10.1101/2020.07.28.20161646 · Cited by 6
Teacher characteristics and ADHD intervention outcomes in schools
Monteiro, E. M., Donham, A., & Klaib, M. (2022) · Educational Research · doi:10.1080/00131881.2022.2087711 · Cited by 5
“…teacher factors in relation to intervention effectiveness and student outcomes, some findings indicate that the success of interventions may indeed be partly due to the acceptability of the intervention to teachers, rather than the efficacy of the intervention alone (Power, Hess, and Bennett 1995).”
Background
Effective but Not Feasible—What Support Staff in All-Day Primary Schools Think of Pedagogical Interventions with Regard to Children with ADHD
Domsch, H., Ruhmland, M., & Lissmann, I. (2022) · Sustainability · doi:10.3390/su14031393 · Cited by 5
“Here, teachers seem to prefer interventions that require little effort and are positively oriented [36,44,52], with the willingness to use more elaborate interventions increasing with the challenges of the pupil.”
Background
Aufmerksamkeitsmangel und Hyperaktivität bei Schülern – Wissensstand, Ressourcen und Kooperation betroffener Berufsgruppen
Schweifer, C. (2009) · Wiener Medizinische Wochenschrift · doi:10.1007/s10354-009-0668-6 · Cited by 5
Social Skills Interventions for Children With Autism Spectrum Disorders
Kasari, C. L., & Locke, J. J. (2011) · Oxford University Press eBooks · doi:10.1093/med/9780195371826.003.0074 · Cited by 5
Le trouble de déficit de l’attention/hyperactivité, sa nature et son traitement : une recension des différents points de vue
Lavigueur, S., Coutu, S., & Desjardins, C. (2005) · Revue de Psychoéducation · doi:10.7202/1097569ar · Cited by 1
An Evaluation of Treatment Integrity and Acceptability of Check & Connect
Tsai, S.-C., & Kern, L. (2018) · Journal of Emotional and Behavioral Disorders · doi:10.1177/1063426618769067 · Cited by 3
“Had a pretreatment SIRF been administered, it is unknown whether it would predict their posttreatment integrity, as depicted in the Reimers et al. (1987) model and the self-reinforcing model postulated by Lane et al.”
BackgroundMethodResult
ChatGPT-Assisted Task Analysis for Special Education Teachers: An Exploratory Study of Alignment, Readability, Efficiency, and Acceptability
Balıkcı, Ş., Terzioğlu, N. K., & Rakap, S. (2026) · Future Internet · doi:10.3390/fi18030158 · Cited by 2
Primary School Teacher’s knowledge towards Attention Deficit/Hyperactivity Disorder (ADHD) and its associated factors in Nekemte town, Oromiya Region, Western Ethiopia
Palanichamy, T., Upashe, S. P., & Diriba, D. C. (2018) · Science Technology and Arts Research Journal · doi:10.4314/star.v5i1.11 · Cited by 2
Service Utilization among Ethnic Minority Children with ADHD: A Model of Help-Seeking Behavior
Eiraldi, R. B., Mazzuca, L. B., Clarke, A. T., & Power, T. J. (2006) · Administration and Policy in Mental Health and Mental Health Services Research · doi:10.1007/s10488-006-0076-9 · Cited by 2
Self-citation
Select Populations: Children
Loo, M. (2009) · Complementary and Alternative Medicine · doi:10.1016/b978-0-323-02028-2.50015-2 · Cited by 2
Teacher Acceptability of Treatments for ADHD
Girio-Herrera, E. L. (2006) · OhioLink ETD Center (Ohio Library and Information Network) · Cited by 1
Attention-Deficit Hyperactivity Disorder
Loo, M. (2009) · Elsevier eBooks · doi:10.1016/b978-141602299-2.10013-1 · Cited by 1
ADHD in Kindergarten Students: What Teachers Know and Experience
Craig, E. (2017) · Psychology and Behavioral Science International Journal · doi:10.19080/pbsij.2017.04.555634 · Cited by 1
How Successful is Homework Success for Children with ADHD
Resnick, A. (2012) · NSUWorks (Nova Southeastern University) · Cited by 1
Relative efficacy of school-home notes and teacher feedback in minority elementary students with Attention-Deficit/Hyperactivity Disorder
Jurbergs, A. (2005) · Louisiana State University · doi:10.31390/gradschool_dissertations.3035 · Cited by 1
Middle School Teacher Acceptance of Interventions for ADHD
Castenova, L. L. (2008) · Digital Commons - PCOM (Philadelphia College of Osteopathic Medicine)
Difficulties in Recognizing ADHD in an Urban Population and Treatment Satisfaction with a Short and a Long Acting Stimulant
Papavasiliou, A. S., Nikaina, I., Spyridonidou, A., & Nianiou, E. (2013) · InTech eBooks · doi:10.5772/53791 · Cited by 1
“It is reported that, despite high response rates to the pharmacotherapy (approximately 70% or more when patients were strictly complying with the treatment) [53-55], parents and teachers consider non-pharmacological therapies or the combination of pharmacological and non-pharmacological therapies to be more acceptable…”
Background
Factors Influencing Teacher Acceptability of Evidence-Based Interventions for the Treatment of ADHD
Lal, M. G. (2014) · The Scholarship East Carolina University's Institutional Repository (East Carolina University)
Analysis of Factors Involved in Ratings of Treatment Acceptability for Trichotillomania
Elliott, A. J. (2001) · ScholarWorks - WMU (Western Michigan University)
Discriminative Ability of CHC Factor Scores from the WJ III Tests of Cognitive Abilities in Children with ADHD.
Rowland, J. E. (2013) · SHAREOK (University of Oklahoma; Oklahoma State University; Central Oklahoma University)
Attention deficit hyperactivity disorder in children and adolescents
Marks, D. J., Trampush, J. W., & Chacko, A. (2010) · Cambridge University Press eBooks · doi:10.1017/cbo9780511674815.008
Determinanty inkluzivního vzdělávání dětí s ADHD
Pešatová, I., Michalová, Z., Pešat, P., & Chytrý, V. (2015) · doi:10.21062/ujep/28.2016/k/978-80-7414-962-7
Relative efficacy of school-home notes with and without response cost in impoverished elementary school students with Attention-Deficit/Hyperactivity Disorder
Jurbergs, A. (2002) · Louisiana State University · doi:10.31390/gradschool_theses.1282
“13 Power et al. (1995) asked elementary and middle school teachers in a middle class community to rate the acceptability of psychostimulant medication, a daily report card, and a response cost procedure for treating students with ADHD.”
Background
Perceptions of acceptability and effectiveness of interventions for ADHD: A comparison of teachers and school psychologists
Call, B. (2011) · JMU Scholoraly Commons (James Madison University)
Examining the Concurrent and Predictive Relations of Working Memory in Childhood Attention-Deficit/Hyperactivity Disorder
Simone, A. N. (2017) · CUNY Academic Works (City University of New York)
Relative efficacy of school-home notes and classroom based contingencies in low-income elementary school students with Attention-Deficit/Hyperactivity Disorder
Palcic, J. L. (2005) · doi:10.31390/gradschool_theses.54
TDAH EN NIÑOS EN EDAD ESCOLAR
DuPaul, G. J., & Power, T. J. (2010) · Elsevier eBooks · doi:10.1016/b978-84-458-2021-6.00004-x
Self-citation
Häufige Erkankungen im Kindesalter aus westlicher und chinesischer Sicht
Loo, M. (2007) · Elsevier eBooks · doi:10.1016/b978-343757360-6.50014-1
Efeitos de um programa de intervenção cognitivo motora em crianças com transtorno de déficit de atenção e hiperatividade
Marques, J. C. F. B. (2019) · Digital Library of Theses and Dissertations (Universidade de São Paulo) · doi:10.11606/t.39.2019.tde-14062019-152158
References
(2019) · Elsevier eBooks · doi:10.1016/b978-0-12-816004-6.00026-6
References
(2010) · Elsevier eBooks · doi:10.1016/b978-0-12-374897-3.00016-7
The Effects of Diagnostic Status, Assessment Information, and Intervention Type on Teachers' Acceptability of Treatment Recommendations
Fogarty, R. (2000) · The Keep (Eastern Illinois University)

Screening for attention deficit hyperactivity disorder in a sample of Egyptian adolescents school students
El-Missiry, M. (2012) · Neuropsychiatrie de l Enfance et de l Adolescence · doi:10.1016/j.neurenf.2012.04.653
Dr. Maude Abbott deserves better.
Broste, S. (1990) · PubMed · Cited by 3
Book Review: Attention-Deficit Hyperactivity Disorder: Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment. Third Edition
Smith, D. H. (2007) · The Canadian Journal of Psychiatry · doi:10.1177/070674370705200212
School psychologists' attention deficit hyperactivity disorder treatment attitudes and parent communication about complementary health approaches to attention deficit hyperactivity disorder
Knickerbocker, S. B. (2015) · Scholarship & Creative Works - Digital UNC a service of University Libraries (University of Northern Colorado)
Sleep problems in children with attention deficit and hyperactivity disorder.
Derakhshanpour, F., Vakili, M. A., Nomali, M., & Hosseini, F. (2015) · DOAJ (DOAJ: Directory of Open Access Journals) · Cited by 3

Authors: POWER, T. J., HESS, L. E., & BENNETT, D. S.
Affiliations: University of Pennsylvania (US)
ORCID: POWER, THOMAS J.
BENNETT, DAVID S.
Venue: Journal of Developmental & Behavioral Pediatrics
Publisher: Ovid Technologies (Wolters Kluwer Health)
Published: 1995-08
Volume: 16
Issue: 4
Pages: 238???243
ISSN: 0196-206X (ISSN-L)
DOI: 10.1097/00004703-199508000-00005
OpenAlex: W1989305506
Cited by: 96
References: 0
Citations by year: 2026: 1 · 2023: 1 · 2022: 2 · 2021: 1 · 2020: 3 · 2019: 3 · 2018: 3 · 2017: 4 · 2016: 2 · 2015: 4 · 2014: 4 · 2013: 5 · 2012: 4
FWCI: 0.62
Type: journal article
Language: en
Open access: closed
Locations: Journal of Developmental & Behavioral Pediatrics (publishedVersion)
PubMed (publishedVersion)
Topics: Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Health Sciences › Medicine › Public Health, Environmental and Occupational Health › School Health and Nursing Education
Keywords: attention deficit hyperactivity disorder, treatment acceptability, teacher perceptions, psychostimulants, daily reports, behavioral interventions, teacher knowledge of ADHD, teaching experience, teacher profile
MeSH terms: Workforce, Central Nervous System Stimulants, Attention Deficit Disorder with Hyperactivity, Behavior Therapy, Child, Child, Preschool, Combined Modality Therapy, Humans, Methylphenidate, Teaching

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

The Acceptability of Interventions for Attention-Deficit Hyperactivity Disorder Among Elementary and Middle School Teachers

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cited by

Related

Metadata

Record

About these checks