Pre-K–12 Teachers’ Views on ASD+ADHD: Prevalence Estimates and Teaching Preparedness
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.
Authors
- Sidni A. Justus (ORCID: https://orcid.org/0000-0002-6691-4601)
- Emily M. Pogue
- Victoria Simanovich
Institutions
- Kennesaw State University (US)
Publication Details
- Journal
- Children
- Published
- 2025-03-09
- DOI
- https://doi.org/10.3390/children12030342
- Primary Topic
- Attention Deficit Hyperactivity Disorder
- Type
- article
- Field-Weighted Citation Impact
- 0.00