J Korean Acad Nurs.  2017 Jun;47(3):305-318. 10.4040/jkan.2017.47.3.305.

Development and Effects of an Instructional Coaching Program Regarding Children with Attention Deficit Hyperactivity Disorder for Elementary School Teachers

• Park SJ
• Park WJ

• KMID: 2426461
• DOI: http://doi.org/10.4040/jkan.2017.47.3.305

Abstract

PURPOSE
The aim of this study was to identify the effects of a newly developed instructional coaching program regarding Attention Deficit Hyperactivity Disorder (ADHD) for teachers.
METHODS
Seventy teachers participated in this study involving a nonequivalent control group and a pretest-posttest design. The instructional coaching program consisted of eight 60-minute sessions. The program was developed through a theoretical development program involving six steps. To evaluate the effects of the program, data were collected through self-report questionnaires including the Knowledge Scale of Attention Deficit Disorder, Attitude Scale of Primary School Teachers Experiencing Students with ADHD, Practice Scale of Educational Intervention Activity, and the Korean ADHD Rating Scale. Data were analyzed with an independent t test, a chi-square test, and an ANCOVA using SPSS WIN version 20.
RESULTS
The intervention program consisted of 3 sectors, 8 subjects, and 24 content items. The experimental group showed a significant improvement in attitudes toward ADHD (F=22.83, p<.001). In addition, teacher's knowledge regarding ADHD (F=7.16, p=.010) and the implementation of instructional interventions (F=4.29, p=.043) improved. Further, teachers reported a reduction in children's ADHD-related behavior (F=4.34, p=.041). Results showed that the coaching program made a positive contribution to teaching skills and understanding of school-age children with ADHD.
CONCLUSION
The instructional coaching program was well structured and significantly improved not only teachers'attitudes, knowledge, and teaching skills but also the behavior of children with ADHD in class. Therefore, the program is recommended as a means of facilitating teaching and managing children with ADHD in class.

Keyword

Program development; Attention deficit disorder with hyperactivity; Child; School teachers

MeSH Terms

Adult
Attention Deficit Disorder with Hyperactivity/pathology/*prevention & control
Attitude
Child
Female
Health Knowledge, Attitudes, Practice
Humans
Male
*Program Development
*Program Evaluation
School Teachers/*psychology
Schools
Severity of Illness Index

Figure

• 

  Figure 1. Conceptual framework of this study.

Reference

References

1. Jeong J, Choi J. An examination of elementary teachers’knowl-edge of ADHD, attitudes toward including children with ADHD, and use of behavior management strategies. The Journal of Special Education: Theory and Parctice. 2010; 11(3):371–393.

2. Lee JE, Kim CK. A preliminary study on school-based intervention teacher education program for ADHD children. The Journal of Yeolin Education. 2009; 17(4):343–364.

3. Park WJ, Seo JY. ADHD manual for teachers: Teacher tutorial for attention deficit hyperactivity disorder children and adolescent. Paju: Soomoonsa;2012. p. 230.

4. Health Insurance Review & Assessment Service. Children and adolescent attention deficit hyperactivity disorder [Internet]. Wonju: Author;2012. [cited 2012 May 10]. Available from:. http://www.hira.or.kr/dummy.do?pgmid=HIRAA020041000000&cmsurl=/cms/inform/02/1211821_27116.html&subject=소아·청소년주의력결핍장애,10명중8명“男”.

5. Park WJ, Hwang SD. Effects of teachers’ knowledge and empathy on educational intervention for ADHD: Focused on the mediating effect of empathy. Journal of Korean Academy of Psychiatric and Mental Health Nursing. 2013; 22(1):45–55. http://dx.doi.org/10.12934/jkpmhn.2013.22.1.45.

6. Lee JE, Kim CK. The comparison with effectiveness of parents education program and teachers education program for children with ADHD. The Journal of Special Education: Theory and Parctice. 2010; 11(1):253–276.

7. Hwang SY. Regular class teachers’stress on ADHD students of elementary school. The Journal of Special Children Education. 2009; 11(4):77–100. http://dx.doi.org/10.21075/kacsn.2009.11.4.77.

8. Bae EK, Chung SD. A study on the effectiveness of school setting cognitive behavioral program for children with the propensity of ADHD, parents and teachers. Mental Health and Social Work. 2013; 41(1):169–198.

9. Choi Y. Development and validation of the attitude scale of primary school teachers experiencing students with ADHD. The Journal of Special Children Education. 2014; 16(1):255–278. http://dx.doi.org/10.21075/kacsn.2014.16.1.255.

10. Kang KR, Kim YH, Yang YO. Teaching status and knowledge of elementary school teachers of children with attention deficit hyperactivity disorder. Journal of Korean Academy of Child Health Nursing. 2011; 17(2):136–144. http://dx.doi.org/10.4094/jkachn.2011.17.2.136.

11. Seo WJ, Jeon EH, Park HJ. Knowledge and attitude of elementary school teachers about attention deficit hyperactivity disoder. Journal of Emotional & Behavioral Disorders. 2013; 29(4):399–422.

12. Bekle B. Knowledge and attitudes about attention-deficit hyperactivity disorder (ADHD): A comparison between practicing teachers and undergraduate education students. Journal of Attention Disorders. 2004; 7(3):151–161. http://dx.doi.org/10.1177/108705470400700303.

13. Jones HA, Chronis-Tuscano A. Efficacy of teacher in-service training for attention-deficit/hyperactivity disorder. Psychology in the Schools. 2008; 45(10):918–929. http://dx.doi.org/10.1002/pits.20342.

14. Ohan JL, Cormier N, Hepp SL, Visser TAW, Strain MC. Does knowledge about attention-deficit/hyperactivity disorder impact teachers’ reported behaviors and perceptions? School Psychology Quarterly. 2008; 23(3):436–449. http://dx.doi.org/10.1037/1045-3830.23.3.436.

15. Tyler RW. Basic Principles of curriculum and instruction. Chicago, IL: University of Chicago Press;1949. p. 144.

16. Taba H. Curriculum development: Theory and practice. New York, NY: Harcourt, Brace & World;1962. p. 529.

17. Launiala A. How much can a KAP survey tell us about people’ s knowledge, attitudes and practices? Some observations from medical anthropology research on malaria in pregnancy in Malawi. Anthropology Matters Journal. 2009; 11(1):1–13.

18. Coe R. It’s the effect size, stupid: What effect size is and why it is important. British Educational Research Association annual conference. 2002. September 12-14; Exeter, UK.

19. Sciutto MJ, Terjesen MD, Frank ASB. Teachers’ knowledge and misperceptions of attention-deficit/hyperactivity disorder. Psychology in the Schools. 2000; 37(2):115–122. http://dx.doi.org/10.1002/(SICI)1520-6807(200003)37:2<115::AID-PITS3>3.0.CO;2-5.

20. Dowdy CA, Patton JR, Smith TEC, Polloway EA. Attention-deficit/hyperactivity disorder in the classroom: A practical guide for teachers. Bristol, PA: Taylor & Francis;1996. p. 1–291.

21. Kim HJ. Problem recognition, coping styles and educational intervention activity of teachers for the children with attention deficit, hyperactivity disorder [master’s thesis]. Suwon: The University of Suwon;2012. p. 1–61.

22. DuPaul GJ. Parent and teacher ratings of ADHD symptoms: Psychometric properties in a community-based sample. Journal of Clinical Child Psychology. 1991; 20(3):245–253. http://dx.doi.org/10.1207/s15374424jccp2003_3.

23. So YK, Noh JS, Kim YS, Ko SG, Koh YJ. The reliability and validity of Korean parent and teacher ADHD rating scale. Journal of Korean Neuropsychiatric Association. 2002; 41(2):283–289.

24. Kim EH, Kim DI, Koh EY. Writing performance and error type in at-risk children with ADHD: Comorbidity of ADHD and learning disabilities in written expression. Korean Journal of Child Studies. 2013; 34(1):71–86. http://dx.doi.org/10.5723/KJCS.2013.34.1.71.

25. Seo JY, Park WJ. The meta analysis of trends and the effects of non-pharmacological intervention for school aged ADHD children. Journal of Korean Academy of Psychiatric and Mental Health Nursing. 2010; 19(2):117–132. http://dx.doi.org/10.12934/jkpmhn.2010.19.2.117.

26. Kim MY, Seo JY, Park WJ. Relationship of mothers’ recognition of attention deficit hyperactivity disorder (ADHD), parenting stress and family support in children diagnosed with ADHD. Journal of Korean Academy of Child Health Nursing. 2011; 17(2):127–135.

27. Cho YK, Park WJ. Effects of teachers’ internal-external control and leadership type on educational intervention for school-aged attention deficit hyperactivity disorder. Journal of Korean Academic Society of Nursing Education. 2014; 20(3):382–391. http://dx.doi.org/10.5977/jkasne.2014.20.3.382.

28. Ha D, Park W. The relationship among teachers’ empathy, communication style and coping type for students with attention deficit hyperactivity disorder. Journal of Korean Academy of Psychiatric and Mental Health Nursing. 2014; 23(2):103–112. http://dx.doi.org/10.12934/jkpmhn.2014.23.2.103.

29. Kim MY, Kim SH, Park WJ, Park HJ, Seo JY, Yoon HO, et al. ADHD guidebook for parents of attention deficit hyperactivity disorder children and adolescent. Paju: Soomoonsa;2009. p. 36.

30. Kim MY, Kim SH, Park WJ, Park HJ, Seo JY, Yoon HO, et al. Manual for attention deficit hyperactivity disorder (ADHD). Paju: Soomoonsa;2009. p. 98.

31. Lee JH, Lee SM, Kim JW. Relationship between ADHD assessment by parents and teacher and family functioning. Journal of Emotional & Behavioral Disorders. 2013; 29(1):197–211.

32. Kim HS, Park GR, Kim PH. Effects of a social skill training program on attention deficit hyperactivity, communication ability, and peer relations in children using a community child center. Journal of Korean Academy of Psychiatric and Mental Health Nursing. 2011; 20(4):414–422. http://dx.doi.org/10.12934/jkpmhn.2011.20.4.414.

33. Kim YS, So YK, Noh JS, Choi NK, Kim SJ, Koh YJ. Normative data on the Korean ADHD rating scales(K-ARS) for parents and teacher. Journal of Korean Neuropsychiatric Association. 2003; 42(3):352–359.