Date of Award:

5-2024

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Psychology

Committee Chair(s)

Maryellen Brunson McClain

Committee

Maryellen Brunson McClain

Committee

Gretchen Gimpel Peacock

Committee

Melanie M. Domenech Rodríguez

Committee

Jeffrey D. Shahidullah

Committee

Sarah E. Schwartz

Abstract

Many children with attention-deficit/hyperactivity disorder (ADHD) may be at-risk for social, educational, and daily functioning challenges. Identifying ADHD and beginning intervention as early as possible improves outcomes for children with ADHD. Research suggests that parents, teachers, and the general population have more favorable opinions about ADHD interventions the more they know about ADHD. While many measures of ADHD knowledge have been created to measure this, there is little research on the validity of these measures. Further, additional research is needed to better understand relation between ADHD knowledge and intervention favorability. The two studies in this dissertation aim to fill these gaps. The first study is a systematic review of 94 ADHD knowledge measures found in 163 publications. Approximately one-third of the measures did not have reported psychometric evidence and most measures were designed for only one population, which limits the use of measures across populations. The second study investigated the role of decreased stigma in the relation between increased ADHD knowledge and intervention favorability in a sample of 266 parents of children with ADHD. Results supported a direct effect of increased ADHD knowledge on increased favorability toward intervention for children with ADHD and medication as an intervention. The role of ADHD stigma in this relation was not well supported. Overall, additional research regarding ADHD knowledge, ADHD stigma, and intervention is needed to help researchers, practitioners, and public health agents promote intervention use.

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