Keywords
Symptoms; Parental Involvement; Effective Strategies; Teacher Familiarity; Similar Behaviors
Abstract
This study examines the knowledge of preservice teachers with attention deficit hyperactivity disorder (ADHD) and how well prepared they might be when supporting students in elementary classrooms. ADHD is a diagnosed neurodevelopmental disorder in children and has been increasingly diagnosed over the past several years. Teachers play a crucial role in providing effective instruction to each and every student in the classroom. Managing classroom instruction with diverse learning capabilities and behaviors requires teachers to understand the characteristics of ADHD, as well as instructional adaptations and behavioral interventions, among preservice teachers. Findings indicate that while most preservice teachers recognize the basic symptoms of ADHD, some suggest that there are not many strategies that have been found effective in managing the behaviors of students. Some preservice teachers do not know many strategies to help support students effectively, who may or may not have been diagnosed with ADHD. This study will highlight the importance of parental communication, knowledge of IEPs and 504 plans, as well as strategies teachers may use. There may be gaps in their ability to apply evidence-based strategies in real classroom settings. A compilation was created, “Strategies for Supporting Students with ADHD in the Classroom,” for future preservice teachers who may need a resource for their own future classroom. These strategies can help other preservice teachers gain confidence and a deeper understanding of ADHD in the classroom, as well as effective ways to manage distracting behaviors. I hope to enhance preservice teachers' understanding of ADHD-related practices and create more supportive learning environments for future educators.
Thesis Completion Year
2025
Thesis Completion Semester
Spring
Thesis Chair
Hoffman, Elizabeth
College
College of Community Innovation and Education
Department
School of Teacher Education
Thesis Discipline
Elementary Education
Language
English
Access Status
Open Access
Length of Campus Access
None
Campus Location
Orlando (Main) Campus
STARS Citation
Webb, Breana K. E., "An Examination Of Preservice Teacher Knowledge Of Attention Deficit Hyperactivity Disorder (Adhd) In The Elementary Classroom" (2025). Honors Undergraduate Theses. 281.
https://stars.library.ucf.edu/hut2024/281
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Educational Psychology Commons, Elementary Education Commons, Other Education Commons, Student Counseling and Personnel Services Commons, Teacher Education and Professional Development Commons
Rights Statement
