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The question of whether attention-deficit/hyperactivity disorder (ADHD) is over-diagnosed in adolescents has been a recent topic of research. Through research studies, a trend for potential over-diagnosis has been found. Misdiagnosis and over-diagnosis mainly occur due to societal norms clouding perceptions of the disorder. (Bruchmüller et al., 2012)
Classroom inclusivity is an area that could potentially improve misdiagnosis and over-diagnosis of ADHD. Inclusive classroom training can spread both awareness and understanding about the disorder, ultimately reducing misconceptions about ADHD.
The present study explored several hypotheses: Hypothesis
1: Students’ perception of their ADHD knowledge is not correlated with their actual knowledge of ADHD. Hypothesis
2: Pre-service teachers will more accurately refer students who display ADHD than the general population of student participants. Hypothesis
3: Students with more inclusive classroom training will more accurately refer students who display ADHD.
Veronica Fruit, PhD
Scholarly and Creative Works Conference, Dominican University of California
Fitzgerald, Emma, "Misrepresentations of ADHD & Benefits of Inclusive Classroom Training" (2019). Student Research Posters. 90.
San Rafael, CA
Attention Deficit and Hyperactivity Disorder
Education | Psychology