Title

Potential impact of adhd with stimulant medication label on teacher expectations

Authors

Christina S. Batzle, Franklin-Pierce School District 402
Lisa L. Weyandt, University of Rhode Island
Grace M. Janusis, University of Rhode Island
Terry L. DeVietti, Central Washington University

Document Type

Article

Date of Original Version

8-26-2010

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. © 2010 SAGE Publications.

Publication Title, e.g., Journal

Journal of Attention Disorders

Volume

14

Issue

2

Citation/Publisher Attribution

Batzle, Christina S., Lisa L. Weyandt, Grace M. Janusis, and Terry L. DeVietti. "Potential impact of adhd with stimulant medication label on teacher expectations." Journal of Attention Disorders 14, 2 (2010): 157-166. doi: 10.1177/1087054709347178.