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ERIC Number: EJ875544
Record Type: Journal
Publication Date: 2005
Pages: 16
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-1099-839X
Elementary and Pre-Service Teachers' Strategies for Working with Students with Hyperactivity
Nietfeld, John L.; Hunt, Angela A.
Current Issues in Education, v8 n2 2005
This study investigated the types of interventions that elementary school teachers and pre-service teachers choose to employ when working with students displaying hyperactive behavior. The extent to which beliefs systems, namely entity/incremental theories, showed relationships with the selection of particular types of interventions was also examined. Participants were presented with fictional scenarios of students that varied according to the level of ADHD-like behaviors exhibited and were then asked to provide appropriate interventions. Overwhelmingly, the teachers in this study chose behavioral interventions (e.g., reinforce appropriate behavior) over more clinical or medical options (e.g., refer for ADHD diagnosis). However, the teachers did not differentiate their interventions in a manner consistent with the qualifications of ADHD as described in the DSM-IV. In addition, entity/incremental beliefs revealed an inconsistent relationship with the choice of intervention. (Contains 6 tables.)
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A