Abstract:
This study examined the existing literature of teacher and pre-service teachers’
knowledge of behavioural interventions for students with ADHD. Five hundred ninety-seven
peer-reviewed studies of teacher knowledge of behavioural interventions for
ADHD conducted in the last 15 years were searched, with nine studies meeting inclusion
criteria. Based on findings from included articles, three major themes emerged: (1)
teachers have varying levels of baseline knowledge about ADHD and its treatment; (2)
teachers are more likely to use less intensive behavioural management strategies (e.g.,
preferential seating) or passive instructional approaches (e.g., modifying language used
for instruction) than more intensive strategies; and (3) teachers are more likely to use
instructional strategies (e.g., extra time) rather than behavioural interventions (e.g., token
economy) to manage the classroom behaviour of students with ADHD. Implications for
implementation of behavioural interventions in the classroom are discussed along with
implications for school psychology practice.
