Pre-K–12 Teachers’ Views on ASD+ADHD: Prevalence Estimates and Teaching Preparedness
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 p...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-03-01
|
| Series: | Children |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-9067/12/3/342 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850203766735765504 |
|---|---|
| author | Sidni A. Justus Emily M. Pogue Victoria Simanovich |
| author_facet | Sidni A. Justus Emily M. Pogue Victoria Simanovich |
| author_sort | Sidni A. Justus |
| collection | DOAJ |
| description | 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 (<i>N</i> = 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. Regression analyses examined factors predicting prevalence estimates and preparedness. Results: Teachers underestimated the lifetime prevalence of ASD+ADHD, though current prevalence estimates were more aligned with meta-analytic findings. Personal experience and current teaching of comorbid students predicted higher prevalence estimates, whereas greater ASD knowledge was associated with lower estimates. Preparedness to teach ASD+ADHD was rated lower than for ASD-only or ADHD-only students. Self-efficacy, neurodiversity attitudes, and professional training were predictors of preparedness. Current teaching of comorbid students, disorder-specific knowledge, and total years of teaching experience showed inconsistent associations across conditions. Conclusions: Findings suggest that while direct experience and training enhance both awareness and preparedness, disorder-specific knowledge alone does not consistently translate to confidence in supporting students with co-occurring diagnoses. Implications for teacher training and the need for comorbidity-focused professional development are discussed. |
| format | Article |
| id | doaj-art-dc4ef5d6d30e4ce29bb5c62193692177 |
| institution | OA Journals |
| issn | 2227-9067 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Children |
| spelling | doaj-art-dc4ef5d6d30e4ce29bb5c621936921772025-08-20T02:11:25ZengMDPI AGChildren2227-90672025-03-0112334210.3390/children12030342Pre-K–12 Teachers’ Views on ASD+ADHD: Prevalence Estimates and Teaching PreparednessSidni A. Justus0Emily M. Pogue1Victoria Simanovich2Department of Psychological Science, Kennesaw State University, Kennesaw, GA 30144, USACollege of Science and Mathematics, Kennesaw State University, Kennesaw, GA 30144, USADepartment of Psychological Science, Kennesaw State University, Kennesaw, GA 30144, USABackground/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 (<i>N</i> = 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. Regression analyses examined factors predicting prevalence estimates and preparedness. Results: Teachers underestimated the lifetime prevalence of ASD+ADHD, though current prevalence estimates were more aligned with meta-analytic findings. Personal experience and current teaching of comorbid students predicted higher prevalence estimates, whereas greater ASD knowledge was associated with lower estimates. Preparedness to teach ASD+ADHD was rated lower than for ASD-only or ADHD-only students. Self-efficacy, neurodiversity attitudes, and professional training were predictors of preparedness. Current teaching of comorbid students, disorder-specific knowledge, and total years of teaching experience showed inconsistent associations across conditions. Conclusions: Findings suggest that while direct experience and training enhance both awareness and preparedness, disorder-specific knowledge alone does not consistently translate to confidence in supporting students with co-occurring diagnoses. Implications for teacher training and the need for comorbidity-focused professional development are discussed.https://www.mdpi.com/2227-9067/12/3/342ASDADHDneurodevelopmental disorderscomorbidityneurodiversityinclusive education |
| spellingShingle | Sidni A. Justus Emily M. Pogue Victoria Simanovich Pre-K–12 Teachers’ Views on ASD+ADHD: Prevalence Estimates and Teaching Preparedness Children ASD ADHD neurodevelopmental disorders comorbidity neurodiversity inclusive education |
| title | Pre-K–12 Teachers’ Views on ASD+ADHD: Prevalence Estimates and Teaching Preparedness |
| title_full | Pre-K–12 Teachers’ Views on ASD+ADHD: Prevalence Estimates and Teaching Preparedness |
| title_fullStr | Pre-K–12 Teachers’ Views on ASD+ADHD: Prevalence Estimates and Teaching Preparedness |
| title_full_unstemmed | Pre-K–12 Teachers’ Views on ASD+ADHD: Prevalence Estimates and Teaching Preparedness |
| title_short | Pre-K–12 Teachers’ Views on ASD+ADHD: Prevalence Estimates and Teaching Preparedness |
| title_sort | pre k 12 teachers views on asd adhd prevalence estimates and teaching preparedness |
| topic | ASD ADHD neurodevelopmental disorders comorbidity neurodiversity inclusive education |
| url | https://www.mdpi.com/2227-9067/12/3/342 |
| work_keys_str_mv | AT sidniajustus prek12teachersviewsonasdadhdprevalenceestimatesandteachingpreparedness AT emilympogue prek12teachersviewsonasdadhdprevalenceestimatesandteachingpreparedness AT victoriasimanovich prek12teachersviewsonasdadhdprevalenceestimatesandteachingpreparedness |