NotesFAQContact Us
Search Tips
ERIC Number: ED315966
Record Type: Non-Journal
Publication Date: 1989-Jul-19
Pages: 110
Abstractor: N/A
Reference Count: N/A
Improving the Understanding of Attention Deficit Disorder by Parents and Teachers through In-Service Training.
Desselle, Maxine
The practicum attempted to decrease inappropriate referrals to special education from parents and elementary teachers at a Louisiana elementary school through inservice training for teachers (N=19) and parents (N=43). Training focused on: (1) improving teachers' recognition of characteristics of attention deficit disorder (ADD) and learning disability (LD), (2) improving elementary teachers' general knowledge of intervention techniques for the ADD child in the classroom, and (3) improving parents' recognition of characteristics of ADD and management techniques in the home. Inservice training for teachers was conducted in groups and in dyads. Parents also received training in both large and small groups. Results indicated that both teachers and parents increased their understanding of LD and ADD characteristics and behavior management techniques as measured by pre- and post-intervention measures. In addition, after training, both teachers and parents were better able to differentiate between appropriate and inappropriate referrals using sample cases. The appendixes include a job description referral and screening forms, Louisiana evaluation timelines, a definition of "exceptionality," the required components of the individual evaluation, a listing of inappropriate referral concerns, eligibility requirements for learning disabled and attention deficit disorder, and the evaluation instruments used in the study. Approximately 35 references. (DB)
Publication Type: Dissertations/Theses - Practicum Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana