Potential impact of ADHD with stimulant medication label on teacher expectations.
OBJECTIVE
The present study investigated how teachers rated children's Behavior, IQ, and Personality contingent on the presence or absence of an Attention Deficit Hyperactivity Disorder (ADHD) label.


METHODS
Teachers from K-12 read a hypothetical description of either a male or female child with no label, an ADHD label, or an ADHD with stimulant treatment label. Teachers responded to 30, 7-point Likert rating scales anchored with descriptors related to Behavior, IQ, and Personality.


RESULTS
Teachers rated the child with an ADHD label and ADHD with stimulant treatment label significantly less favorably than the child with no label. Results partially supported that teachers rated the child with an ADHD label significantly less favorably than the child with an ADHD with stimulant treatment label.


CONCLUSIONS
Teachers rated the children with ADHD and ADHD with stimulant treatment label less favorably than the child with no label. Implications for educators and future research are discussed.
Batzle
Christina S
CS
Learning Support Services, Franklin Pierce School District, Tacoma, WA 98444, USA. cbatzle@fpschools.org
Weyandt
Lisa L
LL
Janusis
Grace M
GM
DeVietti
Terry L
TL
D000328:Adult; D000368:Aged; D001289:Attention Deficit Disorder with Hyperactivity / Q000188:drug therapy* / Q000523:psychology*; D001290:Attitude; D000697:Central Nervous System Stimulants / Q000627:therapeutic use*; D002648:Child; D002652:Child Behavior / Q000523:psychology*; D005178:Faculty; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D011795:Surveys and Questionnaires
D000697:Central Nervous System Stimulants