Potential Impact of ADHD With Stimulant Medication Label on Teacher Expectations
Journal of Attention DisordersPublished 22 September 2009Open access
Christina S. Batzle, Lisa L. Weyandt, Grace M. Janusis, Terry L. DeVietti
Citations59
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TL;DR
Investigation of how teachers rated children’s Behavior, IQ, and Personality contingent on the presence or absence of an Attention Deficit Hyperactivity Disorder (ADHD) label partially supported that teachers rated the child with an ADHD label significantly less favorably than the childWith an ADHD with stimulant treatment label.
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.
Keywords
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