Access to abstract permanently restricted to Ball State community only / Access to thesis permanently restricted to Ball State community only / Department of Educational Psychology

The purpose of this study was to determine school psychologists' current level of knowledge about Attention-deficit/hyperactivity disorder (ADHD), their training and comfort level with that training, their roles and practices in assessing, diagnosing, and treating children and adolescents with ADHD, and their attitudes toward the disorder and those with it. An original survey (see Appendix B) developed for this purpose was distributed to 700 systematically selected members of the National Association of School Psychology (NASP) who were currently practicing in the public schools. A total of 406 usable surveys were returned for a final response rate of 58%.Overall school psychologists are confident in their abilities to deliver services (consultation, assessment, and intervention) to students with ADHD. Respondents underestimated the rate of comorbidity of ADHD with other psychiatric disorders but overestimated the percentage of students with ADHD who also have a learning disability. Respondents most often mentioned diagnosis or identification of the disorder as their goal for assessment of possible ADHD. However, in their rankings of specific goals, respondents ranked the development of appropriate interventions as more important than the diagnosis of the disorder. The most often used standardized tests for ADHD referrals are questionnaires (for parents, teachers, and students) and drawings. Most (57%) school psychologists agreed that they do not determine the diagnosis of ADHD, but rather refer to a medical doctor. A Specific Learning Disability is the most often used special education category for students with ADHD who qualify, followed somewhat closely by Other Health Impaired, then by Emotionally Handicapped. Only 14 percent of the school psychologists surveyed stated that every student with ADHD who did not qualify for special education was considered for accommodations under Section 504. More respondents (83%) agreed that teachers often press to have their problem students diagnosed with ADHD than agreed that parents often press (55%). The majority of respondents (74%) agreed that ADHD is overdiagnosed. However, there was disagreement as to whether stimulant medications were used more often than necessary to treat ADHD. Implications of these findings for school psychologists and for future research are discussed. / Department of Educational Psychology