@article{ref1,
title="Teacher acceptability of evidence-based and promising treatments for children with attention-deficit/hyperactivity disorder",
journal="School mental health",
year="2009",
author="Girio, Erin L. and Owens, Julie Sarno",
volume="1",
number="1",
pages="16-25",
abstract="This study examined teachers' acceptability of evidence-based and promising treatments for children with attention-deficit/hyperactivity disorder (ADHD). Teachers (N = 156) from 11 elementary schools read a vignette describing a boy with symptoms typical of combined type ADHD. Using the Intervention Rating Profile-10, teachers rated the acceptability of three promising treatments (peer tutoring, self-reinforcement, and social skills) and three evidence-based treatments, both psychosocial (daily report card and time-out) and pharmacological (stimulant medication). Teacher factors, including teacher self-efficacy, were evaluated as predictors of treatment acceptability. The daily report card (DRC) received the highest mean acceptability rating among the treatments, and was rated significantly higher than 4 of 5 other treatments; the DRC was not rated significantly higher than the self-reinforcement strategy. Years of experience was predictive of acceptability in that more experienced teachers rated time-out as more acceptable than peer tutoring. <br><br>RESULTS replicate previous findings and uniquely indicate that promising treatments are considered as acceptable, and in some cases, more acceptable than evidence-based treatments for children with ADHD.<p /><p>Language: en</p>",
language="en",
issn="1866-2625",
doi="10.1007/s12310-008-9001-6",
url="http://dx.doi.org/10.1007/s12310-008-9001-6"
}