Middle School Teachers Experience from the Moment of Learning that a Child in their Class Has a Diagnosis of ADHD
| dc.contributor.author | Bakker, Danica | |
| dc.date.accessioned | 2025-03-20T02:10:41Z | |
| dc.date.available | 2025-03-20T02:10:41Z | |
| dc.date.issued | 2012 | |
| dc.description.abstract | It is during middle school that more academic and behavioral expectations are put upon students, and communication between educators and parents tends to lessen (Molina et al., 2008). Thus, extra academic support becomes more imperative than before to assist students with ADHD to achieve and continue to make academic and social progress (Molina et al., 2008). This study utilizes qualitative content analysis of teacher interviews to gain an understanding of middle school teacher's experience ofstudents diagnosed with ADHD. Results revealed eight major themes, including: lack of correct information about ADHD; utilization of strategies and alternative teaching methods; observation of hyperactivity and lack of focus in the classroom; empathy for students diagnosed with ADHD; the importance of forming a relationship with students diagnosed with ADHD; varied routes to learning of student's ADHD diagnosis; feelings related to teaching students with ADHD; and utilization of resources to cope when teaching a student with ADHD. | |
| dc.identifier.uri | https://hdl.handle.net/20.500.11803/3037 | |
| dc.language.iso | en | |
| dc.publisher.institution | John F. Kennedy University (JFKU) | |
| dc.subject | "Attention Deficit Hyperactivity Disorder","Teachers","Students","Education","Middle School" | |
| dc.title | Middle School Teachers Experience from the Moment of Learning that a Child in their Class Has a Diagnosis of ADHD | |
| dc.type | Dissertation | |
| thesis.degree.discipline | Psychology | |
| thesis.degree.grantor | John F. Kennedy University (JFKU) | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Psychology |