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Journal of Attention Disorders
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Teacher understanding of ADHD as reflected in attributions and classroom strategies

E. Arcia

Duke University Medical Center; 5333 Collins Avenue, #140 1, Miami Beach, FL 33140; tel. (305) 867-7978 earcia{at}aol.com

R. Frank

Duke University Medical Center

A. Sánchez-LaCay

Columbia University

M. C. Fernáindez

University of Miami.

Teacher understanding of Attention-Deficit/Hyperactivity Disorder (ADHD) was examined by analyzing teacher reports of attributions about the behavior of individual students with the condition, and by using teacher reports of management strategies. Participants, 21 elementary education teachers in three states, were interviewed twice using a semistructured format. The narratives provided by teachers indicated a wide range of techniques for addressing disruptive behaviors and/or underachievement. However, teachers lacked information on the behavioral profiles of ADHD and lacked comprehensive plans of action for classroom management. These findings have substantial implications for teacher training and for general classroom functioning, as well as for the valid identification of children in need of supportive services and for their treatment.

Journal of Attention Disorders, Vol. 4, No. 2, 91-101 (2000)
DOI: 10.1177/108705470000400203
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This article has been cited by other articles:


Home page
 School Psychology InternationalHome page
J. West, M. Taylor, S. Houghton, and S. Hudyma
A Comparison of Teachers' and Parents' Knowledge and Beliefs About Attention-Deficit/Hyperactivity Disorder(ADHD)
School Psychology International, May 1, 2005; 26(2): 192 - 208.
[Abstract] [PDF]


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