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<p>This study examines how primary school teachers evaluate and prioritize the classroom support strategies they actually use with students with ADHD, with particular emphasis on peer collaboration and parent involvement techniques. Using discrete choice models, we investigated real-world preferences rather than hypothetical intentions, drawing on strategies identified through both literature review and interviews with practicing teachers. The sample included 430 Greek primary teachers from general and special education settings who completed experimentally designed choice tasks that allowed us to assess how certification, training in special education, and prior experience with ADHD students influence decision making. Across all teacher segments, student collaboration strategies, especially collaborative goal setting and peer modeling received the strongest endorsement. In contrast, parent-focused strategies, particularly those requiring structured parent training, were consistently deprioritized, diverging from widely recommended approaches. Teachers with special-education training or prior experience with ADHD students showed greater openness to a broader range of techniques. Overall, the findings highlight the classroom practices teachers find most feasible and meaningful in their daily work, underscoring the importance of professional development and school support systems that align with teachers’ actual preferences and classroom realities while promoting effective support for students with ADHD.</p>

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Modeling Teachers' Preferences for ADHD Peer Collaboration and Parent Involvement Strategies Using Discrete Choice Models

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月14日

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  • Panagiotis Karkanidis,
  • Michalis Linardakis

摘要

This study examines how primary school teachers evaluate and prioritize the classroom support strategies they actually use with students with ADHD, with particular emphasis on peer collaboration and parent involvement techniques. Using discrete choice models, we investigated real-world preferences rather than hypothetical intentions, drawing on strategies identified through both literature review and interviews with practicing teachers. The sample included 430 Greek primary teachers from general and special education settings who completed experimentally designed choice tasks that allowed us to assess how certification, training in special education, and prior experience with ADHD students influence decision making. Across all teacher segments, student collaboration strategies, especially collaborative goal setting and peer modeling received the strongest endorsement. In contrast, parent-focused strategies, particularly those requiring structured parent training, were consistently deprioritized, diverging from widely recommended approaches. Teachers with special-education training or prior experience with ADHD students showed greater openness to a broader range of techniques. Overall, the findings highlight the classroom practices teachers find most feasible and meaningful in their daily work, underscoring the importance of professional development and school support systems that align with teachers’ actual preferences and classroom realities while promoting effective support for students with ADHD.