Pre-service and In-service Secondary School Teachers’ Knowledge about Attention-deficit Hyperactivity Disorder (ADHD) and Attitudes toward Students with ADHD

References

• Anderson, D. L., Watt, S. E., Noble, W., & Shanley, D. C. (2012). Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD: The role of teaching experience. Psychology in the Schools, 49, 511–525.10.1002/pits.v49.6
   Web of Science ®Google Scholar
• Barkley, R. A. (2000). Taking charge of ADHD: The complete, authoritative guide for parents ( Revised ed.). London: Guilford Press.
   Google Scholar
• Bekle, B. (2004). Knowledge and attitudes about Attention-Deficit Hyperactivity Disorder (ADHD): A comparison between practicing teachers and undergraduate education students. Journal of Attention Disorders, 7, 151–161.10.1177/108705470400700303
   PubMedGoogle Scholar
• Bornman, J., & Donohue, D. K. (2013). South African teachers’ attitudes toward learners with barriers to learning: Attention-deficit and hyperactivity disorder and little or no functional speech. International Journal of Disability, Development and Education, 60, 85–104.10.1080/1034912X.2013.786554
   Web of Science ®Google Scholar
• Chang, L., Chen, B. B., & Ji, L. Q. (2011). Attributions and attitudes of mothers and fathers in China. Parenting, 11, 102–115.10.1080/15295192.2011.585553
   PubMed Web of Science ®Google Scholar
• Curtis, D. F., Pisecco, S., Hamilton, R. J., & Moore, D. W. (2006). Teacher perceptions of classroom interventions for children with ADHD: A cross-cultural comparison of teachers in the United States and New Zealand. School Psychology Quarterly, 21, 171–196.10.1521/scpq.2006.21.2.171
   Web of Science ®Google Scholar
• DuPaul, G. J., & Stoner, G. D. (2003). ADHD in the schools: Assessment and intervention strategies (2nd ed.). London: Guilford Press.
   Google Scholar
• Evans, S. W., Allen, J., Moore, S., & Strauss, V. (2005). Measuring symptoms and functions of youth with ADHD in middle schools. Journal of Abnormal Child Psychology, 33, 695–706.10.1007/s10802-005-7648-0
   PubMed Web of Science ®Google Scholar
• Evans, S. W., Brady, C. E., Harrison, J. R., Bunford, N., Kern, L., State, T., & Andrews, C. (2013). Measuring ADHD and ODD symptoms and impairments using high school teachers’ ratings. Journal of Clinical Child and Adolescent Psychology, 42, 197–207.10.1080/15374416.2012.738456
   PubMed Web of Science ®Google Scholar
• Forlin, C. (2010). Teacher education reform for enhancing teachers’ preparedness for inclusion. International Journal of Inclusive Education, 14, 649–653.10.1080/13603111003778353
   Web of Science ®Google Scholar
• Hallahan, D. P. (2012). Exceptional learners: An introduction to special education (12th ed.). Upper Saddle River, NJ: Pearson Education.
   Google Scholar
• Jerome, L., Gordon, M., & Hustler, P. (1994). A comparison of American and Canadian teachers’ knowledge and attitudes towards Attention Deficit Hyperactivity Disorder (AHHD). The Canadian Journal of Psychiatry, 39, 563–567.
   PubMed Web of Science ®Google Scholar
• Jerome, L., Washington, P., Laine, C. J., & Segal, A. (1999). Graduating teachers’ knowledge and attitudes about attention-deficit hyperactivity disorder: A comparison with practicing teachers. Canadian Journal of Psychiatry, 44, 192.
   PubMed Web of Science ®Google Scholar
• Kos, J. M., Richdale, A. L., & Hay, D. A. (2006). Children with attention deficit hyperactivity disorder and their teachers: A review of the literature. International Journal of Disability, Development and Education, 53, 147–160.10.1080/10349120600716125
   Google Scholar
• Kos, J. M., Richdale, A. L., & Jackson, M. S. (2004). Knowledge of attention-deficit/hyperactivity disorder: A comparison of in-service and pre-service teachers. Psychology in the Schools, 41, 517–526.10.1002/(ISSN)1520-6807
   Web of Science ®Google Scholar
• Lam, A. K., & Ho, T. (2010). Early adolescent outcome of attention-deficit hyperactivity disorder in a Chinese population: 5-year follow-up study. Hong Kong Medical Journal, 16, 257–264.
   PubMedGoogle Scholar
• Leung, P., Hung, S., Ho, T., Lee, C., Liu, W., Tang, C., & Kwong, S. (2008). Prevalence of DSM-IV disorders in Chinese adolescents and the effects of an impairment criterion. European Child & Adolescent Psychiatry, 17, 452–461.
   PubMed Web of Science ®Google Scholar
• Leung, C., & Mak, K. (2010). Training, understanding, and the attitudes of primary school teachers regarding inclusive education in Hong Kong. International Journal of Inclusive Education, 14, 829–842.10.1080/13603110902748947
   Web of Science ®Google Scholar
• Li, A. M. C. (2005). ISEC 2005 Conference report: “Inclusion: Celebrating diversity?” Hong Kong Special Education Forum, 8, 176–182.
   Google Scholar
• Molina, B. S. G., Smith, B. H., & Pelham, W. E. (2001). Factor structure and criterion validity of secondary school teachers’ ratings of ADHD and ODD. Journal of Abnormal Child Psychology, 29, 71–82.10.1023/A:1005203629968
   PubMed Web of Science ®Google Scholar
• Ohan, J. L., Cormier, N., Hepp, S. L., Visser, T. A., & Strain, M. C. (2008). Does knowledge about attention-deficit/hyperactivity disorder impact teachers’ reported behaviors and perceptions? School Psychology Quarterly, 23, 436–449.10.1037/1045-3830.23.3.436
   Web of Science ®Google Scholar
• Phillipson, S. N. ( Ed.). (2007). Learning diversity in the Chinese classroom: Contexts and practice for students with special needs. Hong Kong: Hong Kong University Press.
   Google Scholar
• Spinelli, C. G. (2003). Facilitating successful outcomes for students with attention deficit hyperactivity disorder from primary through secondary school years. Hong Kong Special Education Forum, 6, 1–18.
   Google Scholar
• Tang, S. (1998). Students with learning difficulties in China. In D. W. Chan (Ed.), Helping students with learning difficulties (pp. 101–106). Hong Kong: Chinese University Press.
   Google Scholar
• University of Hong Kong. (1999). A study of the situation and needs of children with special needs in mainstream schools. Hong Kong: Disability Research Team, Dept. of Social Work and Social Administration, University of Hong Kong.
   Google Scholar
• Vereb, R. L., & DiPerna, J. C. (2004). Research brief: Teachers’ knowledge of ADHD, treatments for ADHD, and treatment acceptability: An initial investigation. School Psychology Review, 33, 421–428.
   Web of Science ®Google Scholar
• Weyandt, L. L., Fulton, K. M., Schepman, S. B., Verdi, G. R., & Wilson, K. G. (2009). Assessment of teacher and school psychologist knowledge of Attention-Deficit/Hyperactivity Disorder. Psychology in the Schools, 46, 951–961.10.1002/pits.v46:10
   Web of Science ®Google Scholar