The purpose of this study was to examine the relationships between several school psychologist variables and overall engagement in parent training/education activities with the parents of children with ADHD. Specifically, school psychologists were surveyed regarding their general attitude toward parent-focused activities, role profiles, intensity of training, perception of barriers/facilitators, and frequency of engagement in parent training/education activities.
Participants included 163 school-based school psychologists in Florida who were members of FASP. Data were collected through the use of an Internet survey. Hypotheses were analyzed using correlations and a backward multiple regression analysis.
Results indicated that school psychologists in Florida were engaging in parent training/education activities on average approximately 1-2 times per semester. The data suggested that a school psychologist’s intensity of training in formal parent training, parent involvement, and behavior theory/management was most significantly related to his or her engagement in parent training/education activities. Demographic variables including degree level, experience level, recency of training, number of schools served, primary employment setting, and caseload were not significantly related to engagement. Additionally, a school psychologist’s role profile was not significantly related to engagement in parent training/education activities. Data analysis revealed a moderate, positive, statistically significant correlation between general attitude and extent of engagement in parent training/education activities. Thus, the more positive a school psychologist’s general attitude was regarding parent-focused activities, the more likely he or she was to engage in parent training/education activities with the parents of children with ADHD. Perceived expertise in parent training/education activities was the only potential barrier that resulted in a statistically significant difference between those participants who perceived it as a barrier and those who did not. This indicates that those who perceived their level of training/expertise in parent training/education activities as a barrier to engagement were in fact less likely to engage in parent training/education activities.
| Identifer | oai:union.ndltd.org:USF/oai:scholarcommons.usf.edu:etd-1850 |
| Date | 21 June 2005 |
| Creators | Sarlo, Rebecca |
| Publisher | Scholar Commons |
| Source Sets | University of South Flordia |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Graduate Theses and Dissertations |
| Rights | default |
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