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ERIC Number: EJ811153
Record Type: Journal
Publication Date: 2008-Sep
Pages: 14
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-1045-3830
Does Knowledge about Attention-Deficit/Hyperactivity Disorder Impact Teachers' Reported Behaviors and Perceptions?
Ohan, Jeneva L.; Cormier, Nicole; Hepp, Shellane L.; Visser, Troy A. W.; Strain, Melanie C.
School Psychology Quarterly, v23 n3 p436-449 Sep 2008
This study surveyed elementary school teachers in Melbourne, Australia to investigate their knowledge about attention-deficit/hyperactivity disorder (ADHD) and its impact on their reported behavior toward and perceptions of children with ADHD. Consistent with previous international findings, teachers demonstrated good overall knowledge about ADHD, with strengths in knowledge of symptoms/diagnosis and weaknesses in knowledge of causes and treatments. To investigate how knowledge impacted reported behaviors and perceptions, teachers also read vignettes of children with ADHD symptoms and rated their reactions to these children. In general, teachers with high, and to some extent average, knowledge about ADHD reported more helpful behaviors (e.g., help-seeking for their students) and perceptions (e.g., perceive the benefit of behavioral and educational treatments). However, teachers with high and average knowledge also predicted that these children would be more disruptive in the classroom, and reported having less confidence in their ability to manage these children. Implications and need for future research are discussed. (Contains 4 tables.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia