Date Presented 03/26/20
The purpose of this study was to investigate both teacher and parent perspectives on services provided to and needs of children with ADHD. Through this research, we explored perceived needs, current services implemented, the effectiveness of current strategies, and resource and educational needs of teachers and parents. The research identified gaps in services and education from both the teacher and parent perspectives that align with the services that can be readily provided by an OT.
Primary Author and Speaker: Donna Wooster
Contributing Authors: Ryan Appleton, S. Katelyn McGee, Lauren Naquin, Sarah Whittle, Kayln Worsham
PURPOSE: The purpose of this study was to investigate both teacher and parent perspectives of services provided and the needs for children with ADHD. Through this research, we explored perceived needs, current services implemented, the effectiveness of current strategies, and resource and educational needs of teachers and parents. Occupational Therapy is not often being included in IEP and 504 plans for children with ADHD, yet there are many needs that are within the role of OT in the school setting.
DESIGN: This study is an exploratory mixed-methods study of both parent and teacher perceptions of services and needs of children with ADHD. Through this research, we explored perceived needs, the services implemented, and effectiveness of these strategies. Teachers (n=93) were recruited via flyers sent to schools across three states, flyers distributed through a teacher consortium service, and some snowball sampling techniques. Parents were recruited via flyers sent to schools and clinics and social media requests for participants.
METHOD: Teachers (n=93) completed an online survey with 41 Likert scale and open-ended questions. Questions focus on personal demographics, classroom characteristics, knowledge of and availability of resources, knowledge of and services of IEP and 504 plans, communication with parents and home life, and knowledge of OT services.
Parents participated in in-depth interviews of 56 opened ended questions. Questions focused on personal demographics, parents perceptions of what their child needs and what their child receives, communication with school, teacher and school ability to address needs and provide appropriate resources, and knowledge of occupational therapy services.
RESULTS: Data analysis was completed via descriptive statistics for the teacher survey. Participant demographics, teacher knowledge, frequency of use, teacher reported effectiveness of various strategies, and needs were reviewed. Parent interviews were transcribed after completion. Interviews were coded with units and then common themes. Both the surveys and interviews were then further analyzed to determine common needs and lapses in service implementation.
CONCLUSION: This research identified that about 1/3 of teachers believed that the current plans for children with ADHD are not adequately supporting the child. Teachers report following the plans and providing the accommodations as required, but lack knowledge of many evidence-based interventions. There is a lack of knowledge from both the teachers and the parents regarding the potential role of OT with children with ADHD. Both teachers and parents report communication across environments is important to help the child. Although OT is available in the school systems, most children with ADHD are not receiving this service in the plans.
IMPACT: This research is important to OT practice and policy as it clearly indicates that OTs need to educate parents and teachers regarding the services OTs can offer for children with ADHD and to advocate for inclusion of these services within the education plans. In the U.S., ADHD is one of the most frequently diagnosed childhood disorders (Lawrence, Estrada, & McCormick, 2017). Parents want to know more about evidence-based services that are non-pharmaceutical. Teachers and parents both agree that many education plans are not adequate to support the child. Occupational Therapy services can provide evidence-based interventions to promote participation in the school and home environment. We must educate and advocate to be included in these education plans.
References
American Occupational Therapy Association [AOTA]. (2010). Occupational therapy in the school setting. [Fact sheet]. Retrieved from https://ecampus.southalabama.edu/access/content/group/446c3909-8 4d8-497f-ae10-9c599ee32546/Research%20Articles/OT%20%20School %20Settings%20AOTA%20fact%20sheet.pdf
Lawrence, K., Estrada, R. D., & McCormick, J. (2017). Teachers’ experiences with and perceptions of students with attention deficit/hyperactivity disorder. Journal of Pediatric Nursing, 36, 141-148. doi: 10.1016/j.pedn.2017.06.010
Segal, R. (2000). Adaptive strategies of mothers with children with attention deficit hyperactivity disorder: Enfolding and unfolding occupations. American Journal of Occupational Therapy, 54(3), 300-306. doi:10.5014/ajot.54.3.300
