Date of Conferral







Cheryl Tyler-Balkcom


This correlational study assessed Nigerian educators' knowledge about attention deficit/hyperactivity disorder (ADHD) and inclusive classroom management practices when serving students with ADHD. Specifically, the study examined the predictive correlation between teachers' demographic characteristics, including years of teaching experience, level of education, and knowledge about ADHD, as well as how their knowledge informed their choice of behavior management interventions. Teachers are accountable for pedagogical responsibilities including maintenance and management of a learning environment that promotes learning and inclusion. Further, they play a significant role in identifying and supporting students with learning impairments including ADHD. Thus, it is critical for teachers to have unambiguous knowledge about ADHD and evidence-based behavior management practices. One thousand teachers participated. The Knowledge of Attention Deficit Disorder Scale (KADDS) and the Teachers' Interventions for ADHD Students (TIAS) survey instruments were used for data collection. Descriptive statistics, multiple linear regression, and multinomial logistic regression were employed to analyze the data. Results indicated that teachers demonstrated high levels of misconception and limited knowledge regarding ADHD. Teachers' levels of education and years of teaching experience did not match or improve their cumulative knowledge of ADHD. Knowledge about ADHD predicted teachers' choice of behavior modification strategies for the characteristic behaviors of ADHD. Teachers implemented negative disciplinary consequences (consequence-based strategies) and multiple interventions for shaping specific negative behaviors associated with ADHD, indicating a lack of competence in classroom management practices. This study offers invaluable information on the status of Nigerian teachers' ADHD knowledge and classroom management practices and may inform decisions for the development and implementation of differentiated instruction strategies, teacher training, and academic curriculum to improve teachers' pedagogical competence and students' academic outcomes.