Teachers' comfort and importance ratings for interventions for preschoolers with AD/HD

The main purpose of this study was to explore preschool teachers' ratings o f both the-perceived importance of and their comfort levels implementing in terventions for children with AD/HD. Participants included 138 teachers fro m licensed child care facilities. Teachers completed a questionnaire that r equired them to rate, on a 7-point Likert-type scale, the importance of 43 interventions and how comfortable they would be executing the strategy if a sked to do so in the classroom. Overall, teachers concluded that the majori ty of the interventions were mostly important and believed they would be co mfortable using the strategies. In addition, findings indicated that presch ool teachers' importance and comfort ratings were highly correlated. Teache r variables (i.e., years of teaching experience, educational level, and hav ing a student with AD/HD) were not correlated with, or discriminative of, c omfort and importance ratings. The implications of these findings are discu ssed. (C) 2001 John Wiley & Sons, Inc.