Assessment of teacher and school psychologist knowledge of attention-deficit/hyperactivity disorder
Date of Original Version
The purpose of this study was to investigate teacher and school psychologists' knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD). One hundred thirty-two kindergarten through 12th-grade general education teachers, special education teachers, and school psychologists responded to a 24-item questionnaire concerning treatment and possible causes of ADHD. The results supported the hypothesis that school psychologists' knowledge level of ADHD would be significantly greater than the knowledge level of special and general education teachers, but did not support the hypothesis that the knowledge level of special education teachers would be significantly greater than the knowledge level of general education teachers. Increased years of professional experience was negatively associated with increased knowledge about ADHD. Implications and suggestions for future research are discussed. © 2009 Wiley Periodicals, Inc.
Publication Title, e.g., Journal
Psychology in the Schools
Weyandt, Lisa L., Katherine M. Fulton, Steve B. Schepman, Genevieve R. Verdi, and Kimberly G. Wilson. "Assessment of teacher and school psychologist knowledge of attention-deficit/hyperactivity disorder." Psychology in the Schools 46, 10 (2009): 951-961. doi: 10.1002/pits.20436.