Dissertations and Theses @ UNI


Open Access Thesis


Attention-deficit hyperactivity disorder; Hyperactive children -- Education;


The purpose of this study was to gather data to describe (a) teacher ability to recognize the characteristics used to identify students with Attention Deficit Disorder (ADD), (b) teacher familiarity with intervention strategies effective for ADD students, and (c) teacher perceptions of their own knowledge and capability to work with ADD students. The subjects were 277 teachers from Keystone Area Education Agency that completed a 42 item self-report questionnaire. Results of the questionnaire were analyzed using frequency distributions by composite population, by school (four districts participated), setting (regular education or special education), and by sex (males and females). Data was compiled for demographics, individual items, and for clusters of information (intervention domains, a total score, and perceptions). Results of this study indicate that teachers in the four districts surveyed are lacking in the knowledge of what research and policies (Federal, State and AEA) indicate are appropriate intervention strategies. In addition, the teachers perceived their training for understanding and dealing with ADD students as inadequate.

Year of Submission


Degree Name

Specialist in Education


Department of Educational Psychology and Foundations

First Advisor

Ralph Scott

Second Advisor

Mary Franken

Third Advisor

Charles V. L. Dedrick


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Date Original


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1 PDF file (102 leaves)



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