The Relationship Between Teacher Training and Experience and Successful Referral of Students Affected with Attention Deficit Disorder
Graduation Date
Spring 2002
Document Type
Master's Thesis
Document Form
Degree Name
Master of Science
Program Name
Education
Program Director
Madalienne F. Peters, EdD
Abstract
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.