Classroom Intervention Choice: Influence of Diagnostic Label and Teacher Efficacy (OS251)

  • PMD: 3,4
  • Skill Level: Intermediate
  • Session 7: Psychological Services for Specific Groups of Students
  • Live Chat:
    (Posters available on demand at any time during the convention week and for sixty days thereafter.)

Learner Objectives

This session will help participants…

  1. describe the impact of the diagnostic labels of ADHD and SLD on classroom teacher intervention choice.
  2. advocate for teacher education that extends beyond diagnosis-specific interventions and considers individual students' needs.
  3. advocate for intervention programs that enhance teacher self-efficacy, given its importance regarding intervention selection.


Children with ADHD and SLD face similar academic and behavioral challenges. Although combined behavioral and academic interventions are among the most effective, other factors influence intervention choice. This study examined the relationship between diagnostic label and teacher self-efficacy on intervention choice. Results indicate that teachers endorsed academic interventions for children with SLD compared to ADHD, even with identical presenting needs, and that self-efficacy was not a moderator but a predictor. Implications are relevant to researchers/practitioners.



Alicia M. Chunta, Lehigh University
George J. DuPaul, Lehigh University

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