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Timo Hennig, Klaus Michael Reininger, Marie-Luise Schütt, Jörg Doll & Gabi Ricken. (2023) Essentialist beliefs about attention-deficit/hyperactivity disorder (ADHD): an empirical study with preservice teachers. Emotional and Behavioural Difficulties 28:1, pages 52-67.
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Elissa Monteiro, Ashley Donham & Melissa Klaib. (2022) Teacher characteristics and ADHD intervention outcomes in schools. Educational Research 64:3, pages 257-276.
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Kathryn Gibbs. (2018) Australian adolescent boys with attention deficit/hyperactivity disorder (AD/HD): teacher and teaching factors that assess the efficacy of reducing unwanted behaviours within the classroom environment. Australian Journal of Learning Difficulties 23:1, pages 53-65.
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Donnah L. Anderson, Sue E. Watt & Dianne C. Shanley. (2017) Ambivalent attitudes about teaching children with attention deficit/hyperactivity disorder (ADHD). Emotional and Behavioural Difficulties 22:4, pages 332-349.
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Samantha M. Vancel, Kristen N. Missall & Allison L. Bruhn. (2016) Teacher Ratings of the Social Validity of Schoolwide Positive Behavior Interventions and Supports: A Comparison of School Groups. Preventing School Failure: Alternative Education for Children and Youth 60:4, pages 320-328.
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Limeng Liang & Xuesong Gao. (2016) Pre-service and In-service Secondary School Teachers’ Knowledge about Attention-deficit Hyperactivity Disorder (ADHD) and Attitudes toward Students with ADHD. International Journal of Disability, Development and Education 63:3, pages 369-383.
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Abigail Emma Russell, Darren A. Moore & Tamsin Ford. (2016) Educational practitioners’ beliefs and conceptualisation about the cause of ADHD: A qualitative study. Emotional and Behavioural Difficulties 21:1, pages 101-118.
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Meenakshi Srivastava, Anke A. de Boer & Sip Jan Pijl. (2015) Know How to Teach Me… Evaluating the Effects of an In-Service Training Program for Regular School Teachers Toward Inclusive Education. International Journal of School & Educational Psychology 3:4, pages 219-230.
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Hasan Al-Omari, Mohammad A. Al-Motlaq & Hanan Al-Modallal. (2015) Knowledge of and Attitude towards Attention-deficit Hyperactivity Disorder among Primary School Teachers in Jordan. Child Care in Practice 21:2, pages 128-139.
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Alessandra Frigerio, Lorenzo Montali & Gian Marco Marzocchi. (2014) Italian Teachers' Knowledge and Perception of Attention Deficit Hyperactivity Disorder (ADHD). International Journal of School & Educational Psychology 2:2, pages 126-136.
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Aglaia Stampoltzis & Katerina Antonopoulou. (2013) Knowledge and Misconceptions About Attention Deficit Hyperactivity Disorder (ADHD): A Comparison of Greek General and Special Education Teachers. International Journal of School & Educational Psychology 1:2, pages 122-130.
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Maria Kypriotaki & George Manolitsis. (2010) Teachers' evaluations for the detection of primary‐school children with attention deficit hyperactivity disorder. European Journal of Special Needs Education 25:3, pages 269-281.
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KimberlyJ. Vannest, DeniseA. Soares, JudithR. Harrison, Leanne Brown & RichardI. Parker. (2009) Changing Teacher Time. Preventing School Failure: Alternative Education for Children and Youth 54:2, pages 86-98.
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Sonia Jarque & Raúl Tárraga. (2009) Comparación de los conocimientos sobre el Trastorno por Déficit de Atención con Hiperactividad (TDAH) de los maestros en activo y los futuros educadores. Journal for the Study of Education and Development 32:4, pages 517-529.
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Tina Lopes, Irma Eloff, Sarah Howie & Jacobus G. Maree. (2009) South African Teachers' Experiences of Children in their Classrooms who may have ADHD. Journal of Psychology in Africa 19:3, pages 347-354.
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Jody Sherman, Carmen Rasmussen & Lola Baydala. (2008) The impact of teacher factors on achievement and behavioural outcomes of children with Attention Deficit/Hyperactivity Disorder (ADHD): a review of the literature. Educational Research 50:4, pages 347-360.
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Beryl Exley. (2008) ‘Staying in class so no one can get to him’: a case for the institutional reproduction of ADHD categories and behaviours. International Journal of Inclusive Education 12:1, pages 65-80.
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Mary Troxel, Catherine Kraper, Alyssa Verbalis, Jonathan Safer-Lichtenstein, Sydney Seese, Allison Ratto, Yetta Myrick, A. Chelsea Armour, Cara E. Pugliese, John F. Strang, Caroline Ba, Jillian Martucci, Matthew G. Biel, Vivian Jackson, Kristina K. Hardy, David Mandell, Tawara D. Goode, Bruno J. Anthony, Lauren Kenworthy & Laura Gutermuth Anthony. Reaching “The Other Half”: Teacher Referral Increases Inclusivity in Intervention Research for Neurodivergent School-Age Children. Journal of Clinical Child & Adolescent Psychology 0:0, pages 1-14.
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Florian Klapproth & Cyrielle Brink. (2024) Does students’ ADHD diagnosis affect teachers’ school-track decisions? An experimental study. European Journal of Psychology of Education.
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Cassidy Ilchena, Hannah L. Bartel, Tricia Bailey Sauvé & Jennifer Theule. (2024) The Trauma-informed education knowledge survey: Validation study. Children and Youth Services Review 157, pages 107424.
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Carolina Robledo-Castro, Christian Hederich-Martínez & Diana Marcela Montoya-Londoño. (2024) Psychometric characteristics of the knowledge of Attention Deficit Hyperactivity disorder scale (KADDS) in a sample of Colombian teachers. Children and Youth Services Review 156, pages 107374.
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Catherine L. Johnson, Maxine A. Gross, Anthony F. Jorm & Laura M. Hart. (2023) Mental Health Literacy for Supporting Children: A Systematic Review of Teacher and Parent/Carer Knowledge and Recognition of Mental Health Problems in Childhood. Clinical Child and Family Psychology Review 26:2, pages 569-591.
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Anna Szép, Slava Dantchev, Martina Zemp, Malte Schwinger, Mira-Lynn Chavanon & Hanna Christiansen. (2021) Facilitators and Barriers of Teachers’ Use of Effective Classroom Management Strategies for Students with ADHD: A Model Analysis Based on Teachers’ Perspectives. Sustainability 13:22, pages 12843.
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Firoozeh Derakhshanpour, Maryam Azarakhsh, Mohammad Ali Vakili & Somayeh Ahmadabadi. (2021) Effectiveness of Educating Program on Knowledge, Attitude, and Performance of Primary School Teachers Toward Attention-Deficit/Hyperactivity Disorder. Iranian Journal of Psychiatry and Behavioral Sciences 15:3.
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Erin Girio-Herrera, Theresa E. Egan, Julie Sarno Owens, Steven W. Evans, Erika K. Coles, Alex S. Holdaway, Clifton S. Mixon & Hannah D. Kassab. (2021) Teacher Ratings of Acceptability of a Daily Report Card Intervention Prior to and During Implementation: Relations to Implementation Integrity and Student Outcomes. School Mental Health 13:1, pages 69-83.
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Maruschka N. Sluiter, Albert W. Wienen, Ernst D. Thoutenhoofd, Jeannette M. Doornenbal & Laura Batstra. (2019) Teachers’ role and attitudes concerning ADHD medication: A qualitative analysis. Psychology in the Schools 56:8, pages 1259-1270.
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Mark J. Sciutto, Mark D. Terjesen, Alena Kučerová, Zdena Michalová, Sandra Schmiedeler, Katerina Antonopoulou, Norhan Z. Shaker, Ji-yeon Lee, Keetam Alkahtani, Bradley Drake & Jaco Rossouw. (2016) Cross-National Comparisons of Teachers’ Knowledge and Misconceptions of ADHD. International Perspectives in Psychology 5:1, pages 34-50.
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