dc.contributor.author |
Curtis, D |
en |
dc.contributor.author |
Pisecco, S |
en |
dc.contributor.author |
Hamilton, Richard |
en |
dc.contributor.author |
Moore, DW |
en |
dc.date.accessioned |
2012-02-09T01:46:05Z |
en |
dc.date.issued |
2006 |
en |
dc.identifier.citation |
School Psychology Quarterly 21(2):171-196 2006 |
en |
dc.identifier.issn |
1045-3830 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/11017 |
en |
dc.description.abstract |
This investigation compared United States and New Zealand teachers' perceptions of classroom interventions for attention deficit hyperactivity disorder (ADHD). Participants read one of six vignettes describing a child with symptoms representative of ADHD. The number and type of symptoms were consistent across all vignettes. Next, teachers read a description of the daily report card, response cost technique, classroom lottery, and medication interventions and rated their acceptability using the Behavioral Intervention Rating Scale (BIRS; Elliott & Von Brock Treuting, 1991). Cross-cultural differences were observed for both behavioral and pharmacological interventions based upon teacher nationality. Teachers in the U.S. perceived both types of interventions as more acceptable, effective, and to have more timely effects than teachers in N.Z. An interaction was also demonstrated between student gender, nationality, and intervention preference. Implications of these results for school practice are discussed. |
en |
dc.publisher |
American Psychological Association |
en |
dc.relation.ispartofseries |
School Psychology Quarterly |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/1045-3830/ |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
Teacher perceptions of classroom interventions for children with ADHD: A cross-cultural comparison of teachers in the United States and New Zealand |
en |
dc.type |
Journal Article |
en |
dc.identifier.doi |
10.1521/scpq.2006.21.2.171 |
en |
pubs.issue |
2 |
en |
pubs.begin-page |
171 |
en |
pubs.volume |
21 |
en |
dc.rights.holder |
Copyright: American Psychological Association |
en |
pubs.end-page |
196 |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
66456 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Learning Development and Professional Practice |
en |
pubs.record-created-at-source-date |
2010-09-01 |
en |