The Effect of Child Characteristics on Teachers' Acceptability o f Classroom-Based Behavioral Strategies and Psychostimulant Medication for the Treatment of ADHD
作者： Stewart Pisecco , Christopher Huzinec , David Curtis
DOI: 10.1207/S15374424JCCP3003_12
关键词:
摘要: Studied the effect of student characteristics on teachers' ratings treatment acceptability for attention deficit hyperactivity disorder (ADHD). Participants (N = 159) included experienced elementary school teachers who read 1 6 vignettes describing a child with symptoms representative ADHD. Vignettes varied by sex and symptom-subtype classification. However, number specific type described in were consistent across all conditions. Next, description daily report card (DRC), response cost technique, classroom lottery, medication rated their levels agreement to items Behavioral Intervention Rating Scale (BIRS). Teachers preferred DRC other forms treatment. there was significant interaction between 3 factors (Treatment Acceptability, Treatment Effectiveness, Timeliness) BIRS.
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