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Dissertation
Teachers' Self-Efficacy of Tiered Behavior Interventions for Students with ADHD Symptoms
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2024
Abstract
Attention deficit and hyperactive disorder (ADHD) refers to a neurological condition prevalent in students ages 3-17 years. General education teachers are challenged with providing efficient behavior interventions for students with pervasive symptoms of ADHD. The Individuals with Disabilities in Education Act (IDEA) incorporated a multi-tiered system of support (MTSS) to respond to various learning needs of students. The three-tiered framework promotes academic and behavioral interventions to improve school success for students. General education teachers favorably use Tier 1 interventions; however, general education teachers sparingly implement Tier 2 and Tier 3 behavior interventions for students with ADHD symptoms. General education teachers’ lack of understanding of ADHD characteristics impedes their implementation of tiered behavior interventions for students exhibiting symptoms of ADHD. The purpose of this qualitative interpretive phenomenological analysis was to explore general education teachers’ perceived self-efficacy in implementing Tier 2 and Tier 3 behavior interventions for students with symptoms of ADHD. I used Bandura’s (1977) self-efficacy theory as the theoretical framework. Participants consisted of a sample of nine general education teachers who experienced referring at least one student with inattentiveness or hyperactive behavior for tiered intervention. The data collection method was a semi-structured interview protocol consisting of open-ended questions. The findings revealed that general education teachers perceive themselves as knowledgeable of ADHD, yielding high self-efficacy to teach students with ADHD symptoms, but they are not as knowledgeable as they believe. Teachers are discouraged by the MTSS referral process and seldom engage in formal discourse yielding low efficacy to tiered behavior interventions. Future research can explore other neurodevelopmental disorders.
Details
- Title
- Teachers' Self-Efficacy of Tiered Behavior Interventions for Students with ADHD Symptoms
- Resource Type
- Dissertation
- Contributors
- Paula Taylor-Greathouse (Advisor)Mark Malisa (Committee Member)Wisdom Mensah (Committee Member)
- Publisher
- University of West Florida Libraries; Argo Scholar Commons
- Format
- pdf
- Number of pages
- 176
- Copyright
- Unpublished work © Brown-Davis, Elizabeth
- Identifiers
- 99380599342306600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida