The purpose of this study was to determine the knowledge level (general, etiology, assessment, treatment) of attention deficit hyperactivity disorder (ADHD/ADD) of principles, regular education teachers, and special education teachers in the First Educational District in Northeast Tennessee. The study further the amount of instruction on ADHD/ADD that educators received as part of their teacher training and after they began teaching, the number of books and articles they read on ADHD/ADD, the number of students with ADHD/ADD they worked with, and the number of students they worked with who were on medication. The study also revealed teacher beliefs about ADHD/ADD as a legitimate educational problem, benefits of additional training, and how to best receive information on ADHD/ADD. Six research questions guided the study and 20 null hypotheses were formulated and tested at the .05 level of significance. Data were analyzed by using the t-test, the analysis of variance and the analysis of covariance. Results of the study indicated a significant difference between position and knowledge, degree and knowledge, and years of professional experience and knowledge. No significant difference existed between the type of system employed in and knowledge level.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etd-5815 |
| Date | 01 December 1996 |
| Creators | Blevins, Judy |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations |
| Rights | Copyright by the authors. |
Page generated in 0.002 seconds