This thesis surveyed 160 teachers, 61 counselors, and 82 principals from Kansas public schools to determine their knowledge of attention deficit disorder in school-aged children. The independent variables investigated were position, extent of inservice education, gender, size of the participant's school, years of experience in education, and extent of formal education. Results indicated no statistically significant associations between any independent variables and scores on the Knowledge of Attention Deficit Disorder questionnaire. A literature review introducing the thesis discusses descriptors of attention deficit hyperactivity disorder; incidence; legal statutes; the role of teachers, counselors, principals, and other school personnel in identification; the role of inservice education; and consequences of lack of identification. Copies of a demographic questionnaire and the attention deficit disorder questionnaire are appended, along with various administrative materials. (Contains 25 references.) (JDD)