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
Specialist in Education
Department of Educational Psychology and Foundations
Charles V. L. Dedrick
1 PDF file (102 leaves)
©1992 Susan Lee Schulz
Schulz, Susan Lee, "Teacher classroom strategies for working with attention deficit students" (1992). Dissertations and Theses @ UNI. 1455.