• Barriers to Attention-Deficit/Hyperactivity Disorder Intervention Implementation in the Public School Setting

      The present study examined the impact of potential barriers on commonly recommended school-based interventions for children with Attention-Deficit/Hyperactivity Disorder (ADHD). The interventions included were the Daily Behavioral Report Card, token reinforcement, response cost, instructional style changes, and classroom environment changes. The potential barriers studied were the time teachers spent on an intervention, the level of parent support, the level of child difficulty, the acceptability of an intervention, the perceived fairness of an intervention, and the level of administrative support. The study also examined the potential relationship between teachers‟ stress levels and the number of barriers they perceive to these interventions. Previous research has looked at the barriers to intervention implementation in the home setting, but there has been a gap in the research that addresses problems that may hinder teachers in implementing commonly recommended interventions. The present study examined responses from 62 teachers that were recruited from one Midwestern state and one Southern state. Data was collected through an online survey that was sent out to teachers‟ public domain email and was analyzed using Repeated Measure ANOVAs and Pearson Correlations. There were significant differences across interventions on each potential barrier. Teacher stress was also positively correlated with the number of barriers they perceived. Additionally, the level of teacher stress positively correlated with the barriers of time, level of child difficulty, perceived fairness of an intervention, and the level of administrative support.