Attention Deficit Hyperactivity Disorder: Considering the Impact of Educational Institutions and Teacher Perceptions

Date of Award

Summer 1999

Document Type


Degree Name

Master of Arts (MA)


Sociology & Criminal Justice


Applied Sociology

Committee Director

Katarina Wegar

Committee Member

Xiushi Yang

Committee Member

Judi Caron-Sheppard

Call Number for Print

Special Collections LD4331.S62 G53


This research examines teacher perceptions about the nature of Attention Deficit Hyperactivity Disorder ("ADHD") and the teaching strategies used to work with students who display ADHD behaviors. It also examines the relationship between classroom size and perception of incidence of ADHD within the classroom.

Results indicate that older and more experienced teachers are more flexible than younger, less experienced teachers in their teaching strategies when working with students who display ADHD behaviors. Teachers who received information about ADHD from their school administration utilized flexible methods more often than those who did not receive information. The proportion of students identified as displaying ADHD behaviors generally increases with classroom size. No relationship was found between perception of the nature of ADHD and teaching strategies.


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