Pre-K-12 Teachers' Views on ASD+ADHD: Prevalence Estimates and Teaching Preparedness.

ABSTRACT:

Background/objectives

Teachers play a significant role in the identification and intervention of neurodevelopmental disorders such as ASD and ADHD. However, their perceptions of ASD+ADHD comorbidity remain underexplored. This study investigates teachers' estimates of ASD+ADHD prevalence and their perceived preparedness to teach students with co-occurring diagnoses, exploring key predictors of both outcomes.

Methods

Pre-K-12 teachers (N = 199) completed demographic questions and four additional questionnaires assessing ASD- and ADHD-specific knowledge, neurodiversity attitudes and overall teaching self-efficacy. Participants estimated the prevalence of ASD+ADHD comorbidity and rated their preparedness to instruct students with ASD+ADHD, ASD-only, and ADHD-only. Regress

SUBMITTER: Justus SA 

PROVIDER: S-EPMC11941484 | biostudies-literature | 2025 Mar

REPOSITORIES: biostudies-literature