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Working with Children with ADHD—A Latent Profile Analysis of Teachers’ and Psychotherapists’ Attitudes

Author

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  • Martina Dort

    (Clinical Child and Adolescent Psychology, Department of Psychology, University of Marburg, 35032 Marburg, Germany)

  • Anna Enrica Strelow

    (Clinical Child and Adolescent Psychology, Department of Psychology, University of Marburg, 35032 Marburg, Germany)

  • Malte Schwinger

    (Educational Psychology, Department of Psychology, University of Marburg, 35032 Marburg, Germany)

  • Hanna Christiansen

    (Clinical Child and Adolescent Psychology, Department of Psychology, University of Marburg, 35032 Marburg, Germany)

Abstract

A positive attitude of teachers and psychotherapists towards children with ADHD can both support their mutual relationship and support reducing ADHD-related symptoms. According to Fishbein and Ajzen’s rational-choice approach, attitude formation is based on a person’s expectations and the appraisal of these, thus attitude, therefore, differs individually. The present study aimed to identify different attitude profiles based on our participants’ answer patterns on the ADHD-school-expectation questionnaire’s (ASE) subscales, and to examine which attitude profile would be desirable for professionals working with children with ADHD. We conducted a latent profile analysis and investigated differences between the latent profiles. Our analysis revealed three attitude profiles characterized by negative, moderate and extreme ratings of expectations. The attitude profiles differed in further variables such as the use and effectiveness of rating classroom management strategies, knowledge of ADHD, perceived control, stress and strain, as well as some personality traits. The extreme rating profile seems to be beneficial for children with ADHD, whereas the moderate rating profile might appeal to certain professionals.

Suggested Citation

  • Martina Dort & Anna Enrica Strelow & Malte Schwinger & Hanna Christiansen, 2020. "Working with Children with ADHD—A Latent Profile Analysis of Teachers’ and Psychotherapists’ Attitudes," Sustainability, MDPI, vol. 12(22), pages 1-17, November.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:22:p:9691-:d:448289
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    References listed on IDEAS

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    1. Bakk, Zsuzsa & Oberski, Daniel L. & Vermunt, Jeroen K., 2014. "Relating Latent Class Assignments to External Variables: Standard Errors for Correct Inference," Political Analysis, Cambridge University Press, vol. 22(4), pages 520-540.
    2. Ajzen, Icek, 1991. "The theory of planned behavior," Organizational Behavior and Human Decision Processes, Elsevier, vol. 50(2), pages 179-211, December.
    3. Geraldina F Gaastra & Yvonne Groen & Lara Tucha & Oliver Tucha, 2016. "The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review," PLOS ONE, Public Library of Science, vol. 11(2), pages 1-19, February.
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