Potential Impact of ADHD With Stimulant Medication Label on Teacher Expectations

Document Type

Article

Department or Administrative Unit

Psychology

Publication Date

9-22-2009

Abstract

Objective: The present study investigated how teachers rated children’s Behavior, IQ, and Personality contingent on the presence or absence of an Attention Deficit Hyperactivity Disorder (ADHD) label. Method: Teachers from K-12 read a hypothetical description of either a male or female child with no label, an ADHD label, or an ADHD with stimulant treatment label. Teachers responded to 30, 7-point Likert rating scales anchored with descriptors related to Behavior, IQ, and Personality. Results: Teachers rated the child with an ADHD label and ADHD with stimulant treatment label significantly less favorably than the child with no label. Results partially supported that teachers rated the child with an ADHD label significantly less favorably than the child with an ADHD with stimulant treatment label. Conclusion: Teachers rated the children with ADHD and ADHD with stimulant treatment label less favorably than the child with no label. Implications for educators and future research are discussed.

Comments

This article was originally published in Journal of Attention Disorders. The full-text article from the publisher can be found here.

Due to copyright restrictions, this article is not available for free download from ScholarWorks @ CWU.

Journal

Journal of Attention Disorders

Rights

© 2010 SAGE Publications

Link to Full Text

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