Paraprofessionals: Examining Their Knowledge of ADHD on Perceptions of Practices
Ericka V. Dibelius, M. Ed., & Jocelyn H. Newton, Ph.D., NCSP
University of Wisconsin-La Crosse
ABSTRACT
The rising rate of childhood attention-deficit/hyperactivity disorder
(ADHD) diagnoses and higher need for paraprofessionals affect the
education field to a considerable extent. This study examines the
impact of paraprofessional knowledge of ADHD and work setting on
perceptions of students with ADHD. Educators, specifically school
psychologists, will be able to better utilize consultation methods to
assist paraprofessionals in their knowledge of ADHD in order to provide
more comprehensive services to students in present-day schools.
LITERATURE REVIEW
• Research shows that rates of ADHD diagnoses in children continue
to rise, with more than 1 in 10 school-aged children identified by
a health care provider by 2011 (Visser et al., 2013).
• 12% of all students now receiving support under IDEA are labeled
under other health impairment , where students with ADHD are
commonly found eligible (U.S. Department of Education, 2014).
• As of 2011, more than 450,895 paraprofessionals serve students
with disabilities ages 3-21 across the United States (Data
Accountability Center [DAC], 2011).
• Several studies have examined the impact of knowledge of ADHD
on teacher, student, and parent perceptions (Bussing et al.,
2012; Moline & Frankenberger, 2001; Ohan et al., 2008);
however, few studies have focused specifically on
paraprofessional knowledge and opinion of students with ADHD.
• One study found that the type of school level (e.g., elementary
and secondary school) influenced paraprofessional perceptions
and efforts towards students with disabilities (Lane, Carter, &
Sisco, 2011).
7%
Male (N=2)
METHOD
Elem. (N=12)
57%
93%
Sec. (N=16)
Participants
• Out of approximately 50 paraprofessionals in southwestern area of
Wisconsin, 36 were surveyed. 28 paraprofessionals completed the
survey for a participation rate of 77%, with a mean age of 49.8
years and 12.2 years in the field. 78% identified as White, 4% as
other, and 18% did not respond.
RESEARCH POSTER PRESENTATION DESIGN © 2012
www.PosterPresentations.com
RESULTS
• There was no main effect of knowledge on perceptions,
F(1,19) = 1.97, p = .18
• There was no main effect of work setting on perceptions,
F(1,19) = 1.67, p = .21
• There was no significant interaction between work setting and level
of knowledge on paraprofessional perceptions of students with
ADHD,
F(1,19) = 0.00, p = .99
Paraprofessional Perceptions of Students with ADHD
43%
Female (N=26)
Instrumentation and Procedure
• Analysis of Variance (ANOVA) tests were conducted.
— One median split formed two groups (low and high knowledge)
based on scores of the electronically administered AttentionDeficit Hyperactivity Scale (Jerome et al., 1994) which
includes 20 questions regarding the causes and treatments of
ADHD. This study used 19 of the original 20 questions.
— Two groups (elementary and secondary) were formed based on
the primary educational setting in which paraprofessionals
worked.
— The Impact of Teacher Knowledge vignette scale (Ohan et al.,
2008) was used to measure paraprofessional perceptions of
students with ADHD. Responses were rated on a 9-point Likert
scale. Higher scores indicated a more positive outlook and
stronger likelihood to seek out professional services related to
medication, educational and behavioral interventions, and inhome supports.
65.00
55.00
45.00
50.00
42.67
46.50
46.20
Low Knowledge
High Knowledge
35.00
DISCUSSION
There was no significant impact of paraprofessional level of
knowledge of ADHD, work setting, or interaction on perceptions
of students with ADHD.
Further Research
• In regards to future directions and quantitative data, it is
hypothesized that a larger sample size may have resulted in
more significant results.
• Although previous research indicates acceptable reliability, this
study’s results show less than desirable reliability on the
knowledge scale. It is hypothesized that a more reliable and
updated scale for measuring the construct of knowledge on ADHD
may have yielded more significant results.
Implications
• Understanding paraprofessional knowledge and perceptions will
aid in providing more effective consultation methods regarding
basic symptoms of ADHD, behavior management skills and
classroom interventions for paraprofessionals.
• As such, paraprofessionals are a largely understudied and vital
population in the educational field that warrants further study.
• School psychologists may also consider developing an updated
and more reliable scale measuring knowledge of ADHD which
may include the following constructs: causes, treatment and
management techniques for ADHD.
•
REFERENCES
Jerome, L., Gordon, M., & Hustler, P. (1994). A comparison of american and
canadian teachers’ knowledge and attitudes towards attention deficit
hyperactivity disorder (adhd). Canadian Journal of Psychiatry, 39(9), 563567.
Lane, K., Carter, E., & Sisco, L. (2011). Paraprofessional involvement in selfdetermination instruction for students with high-incidence disabilities.
Exceptional Children, 78(2), 237-251.
Ohan, J., Cormier, N., Hepp, S., Visser, T., & Strain, M. (2008). Does knowledge
about attention-deficit/hyperactivity disorder impact teachers’ reported
behaviors and perceptions? School Psychology Quarterly, 23(3), 436-449.
Visser, S., Danielson, M., Bitsko, R., Holbrook, J., Kogan, M., Ghandour, R., …
Blumberg, S. (2013). Title. Journal of the American Academy of Child and
Adolescent Psychiatry, 53(1), 34-46.
ACKNOWLEDGEMENTS
25.00
Elementary
Secondary
University of Wisconsin-La Crosse Graduate Studies Office for support of this
research project