Case Study: Teacher Perception of a Web-Based Professional Development Training on Research-Based Instructional Strategies and Behavioral Interventions for Teaching ADHD Students

Classroom teachers face challenges in the classroom when meeting the learning and behavioral needs of students diagnosed with Attention-Deficit/ Hyperactivity Disorder (ADHD). To help teachers work through these challenges, a web-based professional development training was implemented at a K-5 elementary school on research-based instructional interventions and behavioral strategies for teaching students with ADHD. The purpose of the study was to: (1) examine teacher perception of the learning from the professional development training on ADHD, (2) identify how teachers used the research-based strategies learned in instruction, and (3) identify trends in teacher knowledge of ADHD after the professional development. Six teachers participated in the web-based professional development. After the training, teachers implemented research-based academic interventions and behavioral strategies with students in their classes diagnosed with ADHD. Findings revealed that after participating in the web-based professional development on ADHD, teacher participants overall knowledge of ADHD increased slightly as measured by the pre- and post-KADDS survey. Teacher participants also indicated that for some of their students with ADHD, the implementation of the research-based strategies resulted in a higher occurrence of on-task behaviors, along with increased attention and motivation. Plus, there was a decrease in disruptive behaviors with some of their students with ADHD. Additionally, teacher participants perceived the web-based professional development was interactive, purposeful, and applicable to their needs in making instructional decisions when teaching students with ADHD