School psychologists' attention deficit hyperactivity disorder treatment attitudes and parent communication about complementary health approaches to attention deficit hyperactivity disorder

Previous studies have investigated school psychologists' diagnostic role with regard to attention deficit hyperactivity disorder (ADHD) as well as school-based intervention and medication monitoring practices but no studies have explored complementary health approaches within the field.Although recommendations have been made about how school psychologists should perceive complementary approaches, there is a gap in the literature about the current practices of school psychologists related to complementary treatments of ADHD.To understand the complexities of school psychologists' attitudes toward three treatment approaches-pharmacological, behavioral, and complementary-and their communication with parents about complementary approaches in particular, a quantitative, exploratory study that employed a cross-sectional, web-based survey of 208 school psychologists from 32 states was conducted.The goal of the study was to determine if specific demographic factors such as personal experience with complementary approaches or school socioeconomic status predicted treatment attitudes and subsequently to explore whether these attitudes predicted school psychologists' parent communication about complementary approaches to ADHD.Data were analyzed using multiple and hierarchical linear regression.Results of this study revealed that school psychologists' personal use of complementary iv approaches and perceptions of community acceptance of these treatments were correlated with positive attitudes toward complementary treatments for ADHD.Furthermore, positive attitudes toward complementary treatments predicted school psychologists' parent communication about this treatment option.School professionals will find this study useful because it provides information that enables them to be more effective in their work as evidence-based practitioners.