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Related Experiment Videos

Attentional deficits with and without hyperactivity: teacher and peer perceptions

C King, R D Young

    Journal of Abnormal Child Psychology
    |December 1, 1982
    PubMed
    Summary

    Teacher and peer perceptions of boys with Attention Deficit with Hyperactivity (ADH) and Attention Deficit (AD) were assessed. Both ADH and AD groups were perceived more negatively by teachers than comparison groups, indicating they are at risk.

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    Area of Science:

    • Child Psychology
    • Neurodevelopmental Disorders
    • Educational Psychology

    Background:

    • Attention Deficit with Hyperactivity (ADH) and Attention Deficit (AD) are distinct classifications.
    • Understanding teacher and peer perceptions is crucial for identifying and supporting affected children.

    Purpose of the Study:

    • To compare teacher and peer perceptions of boys diagnosed with ADH versus AD.
    • To examine how these perceptions align with DSM-III criteria.

    Main Methods:

    • Teachers completed SNAP checklists and Conners Teacher Rating Scales for 219 boys.
    • Peer perceptions were assessed using like-dislike nominations.
    • Boys were classified based on DSM-III criteria for ADH and AD.

    Main Results:

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    • ADH and AD groups did not differ on inattention ratings.
    • The AD group received lower ratings for conduct problems and hyperactivity compared to the ADH group.
    • Peer perceptions did not differentiate between the diagnostic groups.

    Conclusions:

    • Teacher perceptions partially align with DSM-III distinctions between ADH and AD.
    • Both ADH and AD groups are perceived more negatively than controls, suggesting a shared 'at-risk' status.
    • Further research is needed to understand the social implications of these diagnoses.