Evaluate the Discussion (20 points):
• What does it contain? The discussion section included a direct connection between the introductions. This included the author stating that teacher had more knowledge of the diagnosis and symptoms of ADHD and less information about the treatments and general ADHD knowledge. The teacher’s beliefs were more positive than negative in regards to ADHD, and teachers used evidence-based instructional a behavior management occasionally. Less intensive interventions were used more frequently compared to interventions that were more intensive. The authors found that teachers with more negative beliefs about ADHD were less likely to engage in evidence-based behavioral management strategies, but beliefs about ADHD was not correlated with effective …show more content…
Knowledge about ADHD, specifically knowledge about diagnosis and treatment, predicted beliefs about how accurate diagnosing ADHD can be. In sum, the more knowledge you had about ADHD the fewer negative beliefs an individual had and vice versa. The authors predicted that teachers’ knowledge of ADHD would positively correlate with the use of instructional strategies and behavior management practices in the classroom, but no significant correlation was found in the KADDS and IBMAS subscales. The authors explained this lack of correlation to the questions asked on the KADDS subscale. It was their concern that the questions were not relating to all the potential knowledge teachers has about ADHD. The authors also found that teachers’ beliefs about ADHD were significantly correlated with their use of behavior management practices in the classroom. In sum, teachers with fewer negative beliefs were more likely to practice in effective behavior management techniques. The beliefs teachers had about ADHD were not significantly correlated with the use of instructional strategies. The authors also included a section describing the implications of the study in regards
• What does it contain? The discussion section included a direct connection between the introductions. This included the author stating that teacher had more knowledge of the diagnosis and symptoms of ADHD and less information about the treatments and general ADHD knowledge. The teacher’s beliefs were more positive than negative in regards to ADHD, and teachers used evidence-based instructional a behavior management occasionally. Less intensive interventions were used more frequently compared to interventions that were more intensive. The authors found that teachers with more negative beliefs about ADHD were less likely to engage in evidence-based behavioral management strategies, but beliefs about ADHD was not correlated with effective …show more content…
Knowledge about ADHD, specifically knowledge about diagnosis and treatment, predicted beliefs about how accurate diagnosing ADHD can be. In sum, the more knowledge you had about ADHD the fewer negative beliefs an individual had and vice versa. The authors predicted that teachers’ knowledge of ADHD would positively correlate with the use of instructional strategies and behavior management practices in the classroom, but no significant correlation was found in the KADDS and IBMAS subscales. The authors explained this lack of correlation to the questions asked on the KADDS subscale. It was their concern that the questions were not relating to all the potential knowledge teachers has about ADHD. The authors also found that teachers’ beliefs about ADHD were significantly correlated with their use of behavior management practices in the classroom. In sum, teachers with fewer negative beliefs were more likely to practice in effective behavior management techniques. The beliefs teachers had about ADHD were not significantly correlated with the use of instructional strategies. The authors also included a section describing the implications of the study in regards