[Gradstudents] Final Defense - Elissa Monteiro

[Heather A Killeen]

Dear SOE Faculty, Staff, and Graduate Students,

We would like to announce the Ph.D. defense for Elissa Monteiro. Graduate students, faculty and staff are invited to attend. Since this defense is taking place via Zoom, we ask that participants utilize video.

Date: May 23, 2024
Time: 9:00 am


Zoom Information: https://ucr.zoom.us/j/6722750065?omn=96700183806<https://www.google.com/url?q=https://ucr.zoom.us/j/6722750065?omn%3D96700183806&sa=D&source=calendar&ust=1714870887735719&usg=AOvVaw0GoQ02etRZAIFzPjCsttne> (Meeting ID: 672 275 0065)


Chairperson: Stephanie Moore

Title: Teachers as a Viable Mechanism of Change to Support Students' Self-Regulation

Abstract: Self-regulation is a multidimensional set of skills critical for providing students the foundation for goal-based, self-controlled behavior. These skills are a predictor of students' academic success and behavioral, social, and emotional well-being. A wealth of research has been dedicated to implementation of evidence-based interventions targeting students' self-regulation, particularly for students with attention deficit hyperactivity disorder (ADHD) whom teachers often report are more stressful to teach. Lack of knowledge about ADHD, low self-efficacy in supporting students with ADHD, and negative student-teacher relationships have been found to contribute to teacher stress. However, there remains a need to address whether teacher factors (e.g., knowledge about ADHD, experience working with students with ADHD) influence the effectiveness of interventions targeting ADHD symptoms. This dissertation is composed of two studies that aimed to examine the teacher-level factors salient for improving school-based interventions designed for students with ADHD. The first study used a small scale, in-depth systematic literature review to investigate intervention studies that concurrently measured student outcomes and teacher-level factors to elucidate teacher-level barriers and facilitators of each of the interventions. The second study evaluated the effectiveness of a teacher training designed to improve pre-service teacher knowledge about ADHD and self-efficacy in their ability to support students with ADHD. Recommendations are made for future directions in school-based ADHD intervention research and implications are discussed for educators and school psychological practice.

Best,

Heather Killeen (she/her/hers)
Graduate Program Administrator
School of Education
University of California, Riverside
1124 Sproul Hall
Riverside, CA 92521
Email: heather.killeen at ucr.edu<mailto:heather.killeen at ucr.edu>
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