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Abstract
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.
Department
Psychology
Faculty Advisor
Veronica Fruit, PhD
Publication Date
2019
Sponsorship/Conference/Institution
Scholarly and Creative Works Conference, Dominican University of California
City
San Rafael, CA
Keywords
Attention Deficit and Hyperactivity Disorder
Disciplines
Education | Psychology