Evidence map›Paper›PMID 33977337›Full record

ArticleAdministration and policy in mental health2022

Mixed-Method Examination of Latinx Teachers' Perceptions of Daily Behavioral Report Card Interventions to Support Students with ADHD.

Anne S Morrow, Miguel T Villodas, Stacy L Frazier, Joseph R Raiker, Michelle M Liriano, Alexandra J English, Cinthya M Lozano, Mileini Campez, SamSarah Lesperance, Kelcey J Little

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Article in Administration and policy in mental health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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1 · What the graph read from it

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4 · The record

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5 · Who and what money

Authors and funding

10 authors.

Anne S MorrowDepartment of Psychology, Florida International University, Miami, USA. amorr036@fiu.edu.ORCID 0000-0001-6340-4801
Miguel T VillodasDepartment of Psychology, San Diego State University, San Diego, USA.
Stacy L FrazierDepartment of Psychology, Florida International University, Miami, USA.
Joseph R RaikerDepartment of Psychology, Florida International University, Miami, USA.
Michelle M LirianoDepartment of Psychology, Florida International University, Miami, USA.
Alexandra J EnglishDepartment of Psychology, Florida International University, Miami, USA.
Cinthya M LozanoDepartment of Psychology, Florida International University, Miami, USA.
Mileini CampezDepartment of Psychology, Florida International University, Miami, USA.
SamSarah LesperanceDepartment of Psychology, Florida International University, Miami, USA.
Kelcey J LittleDepartment of Psychology, Florida International University, Miami, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Daily behavioral report cards (DRC) are an efficacious intervention for children with ADHD, yet there is little information on Latinx teachers' perceptions about ADHD and preferences related to behavioral treatment. The purpose of the current study was to examine the feasibility and acceptability of behavioral consultation with Latinx teachers and students, with a particular focus on the DRC. Participants (n = 23) included elementary school teachers (100% Hispanic/Latinx, 96% female) working with predominantly Hispanic/Latinx students. We leveraged a convergent, mixed-method design to evaluate feasibility, acceptability, as well as several potentially associated factors (i.e., perceptual, practical/logistical, individual, and cultural factors). Quantitative and qualitative measures and analyses were guided by the Consolidated Framework for Intervention Research. We found that Latinx teachers' Daily Report Card (DRC) completion rates (80%) were comparable to previous studies with predominantly non-Latinx white teachers and students. Quantitative indicators of acceptability were also similar to the prior literature. Few variables were associated with DRC completion rates, with the exception of teacher self-report of stress and satisfaction, which were both positively associated with completion rates. Qualitative findings expanded quantitative trends; thematic analyses revealed two overarching themes, that (1) teachers' attitudes toward behavioral interventions matter a great deal, and that (2) teachers' perceived behavioral control over DRC implementation depends a lot on the environment. Findings highlight the importance of stakeholders' perspectives, including teachers, in translating research to practice in real world settings.

Indexed as

Attention Deficit Disorder with HyperactivityAttitudeBehavior TherapyChildFemaleHumansMaleSchool TeachersStudentsADHDDaily behavioral report cardLatinxMixed-methodteacherThematic analysis

Identifiers

PMID33977337

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.