Teacher Knowledge and Perception of Students With an ADHD Label

69 Pages·2017·6.04 MB·English

Governors State University
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All Capstone Projects Student Capstone Projects
Spring 2015
Teacher Knowledge and Perception of Students
With an ADHD Label
Carrie Ballantine
Governors State University
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Recommended Citation
Ballantine, Carrie, "Teacher Knowledge and Perception of Students With an ADHD Label" (2015).All Capstone Projects. 113.
http://opus.govst.edu/capstones/113
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Visit theGovernors State Multicategorical Special Education Department
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TEACHER KNOWLEDGE AND PERCEPTION ii
Teacher Knowledge and Perception of Students
With an ADHD Label
Carrie Ballantine
Prepared in Partial Fulfillment of the
Masters of Arts Degree in Multicategorical Special Education
Governors State University
Spring 2015
TEACHER KNOWLEDGE AND PERCEPTION iii
Acknowledgements
At this time, I would like to thank Dr. Boudreau for his guidance and vast knowledge of
the research process and special education. To my parents, Tom and Sharon Paradzinski,
thank you for your commitment to helping me with the kids, dinner, and stress. I would
also like to thank my husband, Joe. His love and support during this process goes above
and beyond. Joe, I love you to the moon and back!
TEACHER KNOWLEDGE AND PERCEPTION iv
Table of Contents
Page
Signature Page i
Title Page ii
Acknowledgements iii
Table of Contents iv
List of Tables viii
List of Figures ix
Title Page 1
Abstract 2
Chapter I: Introduction 3
Statement of Problem 4
Purpose of Study 5
Questions of the Study 5
Assumptions and Limitations 5
Significance of Study 6
Definition of Terms 7
Chapter Summary 8
Chapter II: Review of Literature 9
Special Education Law 9
Section 504 of the Rehabilitation Act 10
Education for All Handicapped Children Act 10
TEACHER KNOWLEDGE AND PERCEPTION v
Individuals with Disabilities Education Act 11
Receiving Services 11
Individualized Education Programs 11
504 Plans 12
Attention-Deficit/Hyperactivity Disorder Criteria 13
Subtypes 14
Diagnosis 14
Etiology 15
Culture and Gender Issues 17
Treatment 18
Medication 18
Classroom Implications 19
Behavioral Interventions 20
Self-Regulation Interventions 21
Academic Interventions 21
Social Interventions 23
Dietary Modifications 24
Teacher Knowledge of ADHD 25
Teacher Perception of ADHD 26
Label Bias 26
Internal and External Behavior Perceptions 27
Behavior Management Competency 27
TEACHER KNOWLEDGE AND PERCEPTION vi
Chapter Summary 28
Chapter III: Methodology 29
Participants 29
Instrumentation 29
Part I: Actual Knowledge 30
Part II: Vignettes 30
Part III: Demographic Information 31
Procedures 31
Data Collection 32
Data Analysis 32
Part I: Actual Knowledge 32
Part II: Vignettes 33
Chapter Summary 33
Chapter IV: Results 35
Demographics 35
Actual Knowledge 35
Differences between General Education and Special Education 38
Perception 38
Correlation between Knowledge and Perception 38
Difference between General Education and Special Education 39
Chapter Summary 40
Chapter V: Discussion and Conclusion 42
TEACHER KNOWLEDGE AND PERCEPTION vii
Discussion 42
Misconceptions 42
Etiology of ADHD 43
Diagnosing ADHD 43
Behavior Characteristics 44
Strong Understandings 44
Conclusion 45
Educational Implications 45
Recommendations for Further Research 45
Summary 46
References 47
Appendices 51
Appendix A 52
Appendix B 54
Appendix C 61
TEACHER KNOWLEDGE AND PERCEPTION viii
List of Tables
Table 1. Descriptive Statistics—ADHD Actual Knowledge 36
Table 2. Pearson Correlation—ADHD Actual Knowledge and Teacher 39
Perception of Disorder
Table 3. t-Tests (Pooled Variance)—Teacher Perception Differences Based on Role 40
TEACHER KNOWLEDGE AND PERCEPTION ix
List of Figures
Figure 1. Correct responses for the 27-item questionnaire measuring teacher 37
knowledge of ADHD.
Running Head: TEACHER KNOWLEDGE AND PERCEPTION 1
Teacher Knowledge and Perception of Students
With an ADHD Label
Carrie Ballantine
Prepared in Partial Fulfillment of the
Masters of Arts Degree in Multicategorical Special Education
Governors State University
Spring 2015