Background: In the state of Tennessee, there are over 13% of children diagnosed with ADHD versus the 11% nationwide. The prevalence of ADHD is growing every year. Practitioners for evaluation of ADHD see children because parents or teachers are recognizing symptoms. The biggest concerns teachers have are for the child’s behavior and attention span while in the classroom. When a teacher in concerned with the child, they complete a behavioral scale. Practitioners use behaviors scales to help diagnose 9 out of 10 children for ADHD. EBP Framework: The EBP framework included in this project was the Stevens Star Model of Knowledge Transformation. The five steps in the Stevens Star Model helped mold this project by assisting in the research and data collection needed to ensure the project was evidence based. Methods: Teachers received the Vanderbilt ADHD Scale and then completed the Vanderbilt ADHD Scale based on a child case study. The teachers then attended an hour long in-service on ADHD and a breakdown of how to complete the Vanderbilt ADHD Scale. Three weeks later the teachers received a different child case study and a new Vanderbilt ADHD Scale. The teachers completed the scale again. Result: A comparison of the first and last scale was made on the remaining scales. The post Vanderbilt ADHD Scale demonstrated that 17 of the 25 teachers increased in the understanding of the Vanderbilt Scale. Conclusion: The teaching in-service was a success. There were areas that needed improvement, such as a more detailed case study distributed to the teachers. Overall, there were score improvements and the in-service contributed to increased knowledge.
