Abstract
Research has suggested that in-service teachers learn relatively little about attention-deficit/hyperactivity disorder (ADHD)
during their education, but that on-the-job learning helps mitigate this deficiency. Current teacher trainees may receive
more ADHD education than past cohorts, though it is unclear whether their ADHD knowledge is superior to that of peers and,
more broadly, whether it is adequate for referral and other service provision in the classroom. This study compares the ADHD-related
knowledge of teacher trainees to that of undergraduate peers of diverse majors. Trainees’ knowledge was more accurate than
the peer comparison group, yet findings suggest that substantial room for improvement remains.
during their education, but that on-the-job learning helps mitigate this deficiency. Current teacher trainees may receive
more ADHD education than past cohorts, though it is unclear whether their ADHD knowledge is superior to that of peers and,
more broadly, whether it is adequate for referral and other service provision in the classroom. This study compares the ADHD-related
knowledge of teacher trainees to that of undergraduate peers of diverse majors. Trainees’ knowledge was more accurate than
the peer comparison group, yet findings suggest that substantial room for improvement remains.
- Content Type Journal Article
- Category Original Paper
- Pages 1-10
- DOI 10.1007/s12310-012-9071-3
- Authors
- Will H. Canu, Department of Psychology, Appalachian State University, 222 Joyce Lawrence Lane, Boone, NC 28608, USA
- Emily B. Mancil, Department of Psychology, Appalachian State University, 222 Joyce Lawrence Lane, Boone, NC 28608, USA
- Journal School Mental Health
- Online ISSN 1866-2633
- Print ISSN 1866-2625