Year: 2006
Type: dissertation
Study design: Observational Study
Abstract: In school, all children at some time have been disruptive; however, there are a\nselect few who are continually disruptive and identified by school personnel as those who\nmay have a disruptive behavior disorder such as ADHD. Many times these children are\nboys and of a minority group (Root & Resnick, 2003). Information collected from school\nteachers and parents most often provides the basis for diagnosing ADHD, whether reliable\nor objective. The purpose of the study was to investigate any differences in the way in\nwhich teachers respond to behavioral difficulties associated with ADHD for African\nAmerican girls and boys as compared to White girls and boys, with control for SES and\nperceived school climate as potential confounds. These results are promising in that\nteachers’ responses suggest similarity in perceptions of children’s behavior regardless of\nchildren’s socioeconomic status, gender and ethnicity. The results indicated that a\nsignificant difference exists in that teachers would talk to the counselor about the child’s\nbehavior based on the child’s ethnicity, gender, and SES. When controlling for school\nclimate, there was a significant difference in teacher responses to unusualness of\ninattention, which indicated that the better the school climate, the more unusual the\ninattention was perceived. Also, results indicated that the teacher’s ethnicity and/or\nethnicity and gender affected how they perceived the child’s behavior.
Author: Dahl A. Rollins
Language: English
Subfield: Psychiatry and Mental health
Field: Medicine
Domain: Health Sciences
Open Access status: green
OpenAlex ID: W2288872520