The Relationship Between Teacher Training and Experience and Successful Referral of Students Affected with Attention Deficit Disorder
Master of Science
Madalienne F. Peters, EdD
Attention Deficit Disorder is defined as a neurobiological disorder in which the subject affected cannot focus or concentrate, (Moss & Dunlap, 1990). Lack of information and training for teachers may influence educator’s ability to recognize inherent symptoms of ADD/ADHD and address the student’s needs (US District of Columbia, ED370332). This mixed method study investigated whether there is a relationship between teacher training and teacher ability to accurately refer elementary grade students affected with ADD/ADHD.
Results of the study indicate that the participants possess a basic knowledge of ADD/ADHD but that their advanced knowledge is somewhat limited. Teachers desire training that will assist them in recognizing symptoms of ADD/ADHD in order to make accurate referrals for follow-up. Teachers also desire training that will aid them in designing methods for facilitating curriculum and developing classroom strategies for managing students affected with ADD/ADHD.
Briner-Jones, Jo, "The Relationship Between Teacher Training and Experience and Successful Referral of Students Affected with Attention Deficit Disorder" (2002). Education | Print Theses. 189.