Teachers' and education students' perceptions of and reactions to children with and without the diagnostic label 'ADHD'
Ohan, Jeneva, Visser, Troy, Strain, Melanie, & 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), pp. 81-105.
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.
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|Item Type:||Journal Article|
|Keywords:||Attention-deficit/hyperactivity disorder, Label, Diagnosis, Teachers, Bias|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)|
Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000) > PSYCHOLOGY (170100)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Health|
Current > Institutes > Institute of Health and Biomedical Innovation
|Deposited On:||25 Aug 2011 08:11|
|Last Modified:||01 Mar 2012 00:24|
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