Advisor
Athanasiou, Michelle C.
Committee Member
Bardos, Achilles N.
Committee Member
Johnson, Brian D., 1957-
Department
School Psychology
Institution
University of Northern Colorado
Type of Resources
Text
Place of Publication
Greeley (Colo.)
Publisher
University of Northern Colorado
Date Created
5-1-2015
Genre
Thesis
Extent
218 pages
Digital Origin
Born digital
Description
Previous studies have investigated school psychologists’ diagnostic role with regard to attention deficit hyperactivity disorder (ADHD) as well as school-based intervention and medication monitoring practices but no studies have explored complementary health approaches within the field. Although recommendations have been made about how school psychologists should perceive complementary approaches, there is a gap in the literature about the current practices of school psychologists related to complementary treatments of ADHD. To understand the complexities of school psychologists’ attitudes toward three treatment approaches - pharmacological, behavioral, and complementary - and their communication with parents about complementary approaches in particular, a quantitative, exploratory study that employed a cross-sectional, web-based survey of 208 school psychologists from 32 states was conducted. The goal of the study was to determine if specific demographic factors such as personal experience with complementary approaches or school socioeconomic status predicted treatment attitudes and subsequently to explore whether these attitudes predicted school psychologists’ parent communication about complementary approaches to ADHD. Data were analyzed using multiple and hierarchical linear regression. Results of this study revealed that school psychologists’ personal use of complementary approaches and perceptions of community acceptance of these treatments were correlated with positive attitudes toward complementary treatments for ADHD. Furthermore, positive attitudes toward complementary treatments predicted school psychologists’ parent communication about this treatment option. School professionals will find this study useful because it provides information that enables them to be more effective in their work as evidence-based practitioners.
Degree type
PhD
Degree Name
Doctoral
Language
English
Local Identifiers
Knickerbocker_unco_0161D_10389
Rights Statement
Copyright is held by author.
