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An ADHD Educational Intervention for Elementary Schoolteachers: A Pilot Study

Journal of Developmental & Behavioral Pediatrics: April 1998
Original Articles: PDF Only


We assessed the effect of pediatrician-led inservice training on the knowledge and stress of elementary schoolteachers related to attention-deficit/hyperactivity disorder (ADHD). The subjects were 44 schoolteachers staffing a 750-student school. Preintervention and postintervention questionnaires assessed teachers training and knowledge concerning ADHD, teacher stress, and teacher-rated student behavior. The intervention was an ADHD curriculum developed by the national organization, Children and Adults with Attention-Deficit Disorder (CHADD). At preintervention, 41% of the teachers thought that ADHD could be caused by poor parenting and 41%, by sugar or food additives; 64% thought that methylphenidate should be used only as a last resort. Postintervention percentages of teachers holding these beliefs were 7%, 5%, and 34%, respectively. Sixty-one percent had no contact with physicians prescribing stimulants. Teacher stress correlated with ADHD behavior in male students and decreased postintervention. Use of the CHADD curriculum and discussion with a pediatrician were associated with improved teacher knowledge and decreased teacher stress related to ADHD.

Address for reprints: William J. Barbaresi, M.D., Mayo Clinic, 200 First Street SW. Rochester. MN 55905.

This research was presented at the 35th Annual Meeting of the Ambulatory Pediatric Association, San Diego, California, May 11, 1995.

© Lippincott-Raven Publishers.