Teachers' and education students' perceptions of and reactions to children with and without the diagnostic label "ADHD"

Ohan, Jeneva L., Visser, Troy A.W., Strain, Melanie C. and Allen, Linda (2011) Teachers' and education students' perceptions of and reactions to children with and without the diagnostic label "ADHD". Journal of School Psychology, 49 1: 81-105. doi:10.1016/j.jsp.2010.10.001


Author Ohan, Jeneva L.
Visser, Troy A.W.
Strain, Melanie C.
Allen, Linda
Title Teachers' and education students' perceptions of and reactions to children with and without the diagnostic label "ADHD"
Journal name Journal of School Psychology   Check publisher's open access policy
ISSN 0022-4405
1873-3506
Publication date 2011
Sub-type Article (original research)
DOI 10.1016/j.jsp.2010.10.001
Open Access Status
Volume 49
Issue 1
Start page 81
End page 105
Total pages 25
Place of publication Oxford, United Kingdom
Publisher Pergamon
Subject 3204 Developmental and Educational Psychology
3304 Education
Abstract Thirty-four elementary school teachers and 32 education students from Canada rated their reactions towards vignettes describing children who met attention-deficit/hyperactivity disorder (ADHD) symptom criteria that included or did not include the label "ADHD." "ADHD"-labeled vignettes elicited greater perceptions of the child's impairment as well as more negative emotions and less confidence in the participants, although it also increased participants' willingness to implement treatment interventions. Ratings were similar to vignettes of boys versus girls; however, important differences in ratings between teachers and education students emerged and are discussed. Finally, we investigated the degree to which teachers' professional backgrounds influenced bias based on the label "ADHD." Training specific to ADHD consistently predicted label bias, whereas teachers' experience working with children with ADHD did not.
Keyword Attention-deficit/hyperactivity disorder
Bias
Diagnosis
Label
Teachers
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Psychology Publications
 
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