School Nurse ADHD Knowledge and Attitudes Needs Assessment Survey

1. Role of school nurse in ADHD

25% of survey complete.

The purpose of this survey is to identify school nurses’ needs for education relating to the diagnosis and management of children with attention deficit hyperactivity disorder (ADHD). The survey should take approximately 10 minutes to complete. Thank you for your participation.

Question Title

* 1. What role do you play or what tools do you utilize in the evaluation and gathering of information for a child who is suspected of having ADHD?

	Always	Usually	Sometimes	Not usually	Never
Assess health or social causes for behaviors	Assess health or social causes for behaviors Always	Assess health or social causes for behaviors Usually	Assess health or social causes for behaviors Sometimes	Assess health or social causes for behaviors Not usually	Assess health or social causes for behaviors Never
Collaborate with healthcare provider	Collaborate with healthcare provider Always	Collaborate with healthcare provider Usually	Collaborate with healthcare provider Sometimes	Collaborate with healthcare provider Not usually	Collaborate with healthcare provider Never
Interview child	Interview child Always	Interview child Usually	Interview child Sometimes	Interview child Not usually	Interview child Never
Interview parents	Interview parents Always	Interview parents Usually	Interview parents Sometimes	Interview parents Not usually	Interview parents Never
Interview teachers	Interview teachers Always	Interview teachers Usually	Interview teachers Sometimes	Interview teachers Not usually	Interview teachers Never
Observation of the child in the classroom	Observation of the child in the classroom Always	Observation of the child in the classroom Usually	Observation of the child in the classroom Sometimes	Observation of the child in the classroom Not usually	Observation of the child in the classroom Never
Obtain and review provider records	Obtain and review provider records Always	Obtain and review provider records Usually	Obtain and review provider records Sometimes	Obtain and review provider records Not usually	Obtain and review provider records Never
Parents' behavior ratings	Parents' behavior ratings Always	Parents' behavior ratings Usually	Parents' behavior ratings Sometimes	Parents' behavior ratings Not usually	Parents' behavior ratings Never
Participate in Individual Education Plan (IEP) team meetings	Participate in Individual Education Plan (IEP) team meetings Always	Participate in Individual Education Plan (IEP) team meetings Usually	Participate in Individual Education Plan (IEP) team meetings Sometimes	Participate in Individual Education Plan (IEP) team meetings Not usually	Participate in Individual Education Plan (IEP) team meetings Never
Review academic record	Review academic record Always	Review academic record Usually	Review academic record Sometimes	Review academic record Not usually	Review academic record Never
Review achievement tests	Review achievement tests Always	Review achievement tests Usually	Review achievement tests Sometimes	Review achievement tests Not usually	Review achievement tests Never
Review school health records	Review school health records Always	Review school health records Usually	Review school health records Sometimes	Review school health records Not usually	Review school health records Never
Support teachers' initial observations of behaviors suggestive of ADHD with health screenings and referral information	Support teachers' initial observations of behaviors suggestive of ADHD with health screenings and referral information Always	Support teachers' initial observations of behaviors suggestive of ADHD with health screenings and referral information Usually	Support teachers' initial observations of behaviors suggestive of ADHD with health screenings and referral information Sometimes	Support teachers' initial observations of behaviors suggestive of ADHD with health screenings and referral information Not usually	Support teachers' initial observations of behaviors suggestive of ADHD with health screenings and referral information Never
Teachers' behavior ratings	Teachers' behavior ratings Always	Teachers' behavior ratings Usually	Teachers' behavior ratings Sometimes	Teachers' behavior ratings Not usually	Teachers' behavior ratings Never

Other (please specify)

Question Title

* 2. What role do you play in the management of children diagnosed with ADHD?

	Always	Usually	Sometimes	Not usually	Never
During medication trials, obtain feedback from teachers on standardized brief rating scales to help the prescriber determine the most effective medication and dose	During medication trials, obtain feedback from teachers on standardized brief rating scales to help the prescriber determine the most effective medication and dose Always	During medication trials, obtain feedback from teachers on standardized brief rating scales to help the prescriber determine the most effective medication and dose Usually	During medication trials, obtain feedback from teachers on standardized brief rating scales to help the prescriber determine the most effective medication and dose Sometimes	During medication trials, obtain feedback from teachers on standardized brief rating scales to help the prescriber determine the most effective medication and dose Not usually	During medication trials, obtain feedback from teachers on standardized brief rating scales to help the prescriber determine the most effective medication and dose Never
Inform parents if you see changes in the student's mood or behavior	Inform parents if you see changes in the student's mood or behavior Always	Inform parents if you see changes in the student's mood or behavior Usually	Inform parents if you see changes in the student's mood or behavior Sometimes	Inform parents if you see changes in the student's mood or behavior Not usually	Inform parents if you see changes in the student's mood or behavior Never
Maintain a system for alerting parents when medications are running out	Maintain a system for alerting parents when medications are running out Always	Maintain a system for alerting parents when medications are running out Usually	Maintain a system for alerting parents when medications are running out Sometimes	Maintain a system for alerting parents when medications are running out Not usually	Maintain a system for alerting parents when medications are running out Never
Participate in developing Behavior Intervention Plans when students exhibit behaviors that interfere with their learning or the learning of others	Participate in developing Behavior Intervention Plans when students exhibit behaviors that interfere with their learning or the learning of others Always	Participate in developing Behavior Intervention Plans when students exhibit behaviors that interfere with their learning or the learning of others Usually	Participate in developing Behavior Intervention Plans when students exhibit behaviors that interfere with their learning or the learning of others Sometimes	Participate in developing Behavior Intervention Plans when students exhibit behaviors that interfere with their learning or the learning of others Not usually	Participate in developing Behavior Intervention Plans when students exhibit behaviors that interfere with their learning or the learning of others Never
Provide parents with information about support organizations and local support groups	Provide parents with information about support organizations and local support groups Always	Provide parents with information about support organizations and local support groups Usually	Provide parents with information about support organizations and local support groups Sometimes	Provide parents with information about support organizations and local support groups Not usually	Provide parents with information about support organizations and local support groups Never
Serve as a liaison between the home, treating healthcare provider, and school in monitoring treatment effects	Serve as a liaison between the home, treating healthcare provider, and school in monitoring treatment effects Always	Serve as a liaison between the home, treating healthcare provider, and school in monitoring treatment effects Usually	Serve as a liaison between the home, treating healthcare provider, and school in monitoring treatment effects Sometimes	Serve as a liaison between the home, treating healthcare provider, and school in monitoring treatment effects Not usually	Serve as a liaison between the home, treating healthcare provider, and school in monitoring treatment effects Never
Store and directly administer medication	Store and directly administer medication Always	Store and directly administer medication Usually	Store and directly administer medication Sometimes	Store and directly administer medication Not usually	Store and directly administer medication Never
Train and evaluate other school employee(s) to store and administer medication in compliance with established protocols	Train and evaluate other school employee(s) to store and administer medication in compliance with established protocols Always	Train and evaluate other school employee(s) to store and administer medication in compliance with established protocols Usually	Train and evaluate other school employee(s) to store and administer medication in compliance with established protocols Sometimes	Train and evaluate other school employee(s) to store and administer medication in compliance with established protocols Not usually	Train and evaluate other school employee(s) to store and administer medication in compliance with established protocols Never
Train unlicensed individuals to administer medication during school trips	Train unlicensed individuals to administer medication during school trips Always	Train unlicensed individuals to administer medication during school trips Usually	Train unlicensed individuals to administer medication during school trips Sometimes	Train unlicensed individuals to administer medication during school trips Not usually	Train unlicensed individuals to administer medication during school trips Never

Other (please specify)

Question Title

* 3. Which of the following tactics do you use to increase medication compliance? (Select all that apply)

Address mixed messages in the media that may affect parent and student willingness to maintain medication schedules or report self-changes in medication schedules

Educate student, parents, and staff on side effects of medications

Instruct student, parents, and staff on importance of medication compliance

Schedule administration of first dose at school (many parents of children with ADHD also have ADHD)

Use a student timer, watch alarm, or other device to remind student of time for medication administration

Work with student to develop a plan to minimize the need to miss class time for medication administration

Other (please specify)

Question Title

* 4. Do you find that there is a tendency for parents or teachers of a child with disruptive, disorganized, or inattentive behavior to: (Select all that apply)

	Immediately conclude it is ADHD	Resist the diagnosis of ADHD	Be open to discussing the possibility of ADHD
Parents	Parents Immediately conclude it is ADHD	Parents Resist the diagnosis of ADHD	Parents Be open to discussing the possibility of ADHD
Teachers	Teachers Immediately conclude it is ADHD	Teachers Resist the diagnosis of ADHD	Teachers Be open to discussing the possibility of ADHD

Question Title

* 5. When a new diagnosis of ADHD is made, how likely are you to conduct a family meeting to:

	Always	Usually	Sometimes	Not usually	Never
Debunk the myths associated with ADHD and its treatment	Debunk the myths associated with ADHD and its treatment Always	Debunk the myths associated with ADHD and its treatment Usually	Debunk the myths associated with ADHD and its treatment Sometimes	Debunk the myths associated with ADHD and its treatment Not usually	Debunk the myths associated with ADHD and its treatment Never
Explain how ADHD interferes with learning and peer relations	Explain how ADHD interferes with learning and peer relations Always	Explain how ADHD interferes with learning and peer relations Usually	Explain how ADHD interferes with learning and peer relations Sometimes	Explain how ADHD interferes with learning and peer relations Not usually	Explain how ADHD interferes with learning and peer relations Never
Explain that a series of medication trials may be necessary before an effective response occurs	Explain that a series of medication trials may be necessary before an effective response occurs Always	Explain that a series of medication trials may be necessary before an effective response occurs Usually	Explain that a series of medication trials may be necessary before an effective response occurs Sometimes	Explain that a series of medication trials may be necessary before an effective response occurs Not usually	Explain that a series of medication trials may be necessary before an effective response occurs Never
Help identify which specific academic accommodations are indicated for a given child	Help identify which specific academic accommodations are indicated for a given child Always	Help identify which specific academic accommodations are indicated for a given child Usually	Help identify which specific academic accommodations are indicated for a given child Sometimes	Help identify which specific academic accommodations are indicated for a given child Not usually	Help identify which specific academic accommodations are indicated for a given child Never
Provide information about the subtypes and manifestations of ADHD	Provide information about the subtypes and manifestations of ADHD Always	Provide information about the subtypes and manifestations of ADHD Usually	Provide information about the subtypes and manifestations of ADHD Sometimes	Provide information about the subtypes and manifestations of ADHD Not usually	Provide information about the subtypes and manifestations of ADHD Never

Other (please specify)