Attention-deficit/hyperactivity disorder (ADHD) is a childhood condition whose characteristic behaviours of hyperactivity, inattention and impulsivity are salient in school settings. Teachers’ actions and decisions when working with children who demonstrate behaviours consistent with ADHD can be expected to be impacted by their knowledge of ADHD, and their attitude toward teaching such children. Teachers are exposed to numerous sources of inconsistent information about ADHD during their training and classroom experience. The formation of attitudes in response to such complexity is poorly understood. The present research used models of attitude content, structure and strength to investigate the formation of teachers’ knowledge of ADHD and attitudes toward teaching children who display its characteristics. The results are reported in journal article form comprising studies reported in Chapters 2 to 4.
Copyright D Anderson 2012