The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Does knowledge about attention-deficit/hyperactivity disorder impact teachers' reported behaviors and perceptions?
Abstract
This study surveyed elementary school teachers in Melbourne, Australia to investigate their knowledge about attention-deficit/hyperactivity disorder (ADHD) and its impact on their reported behavior toward and perceptions of children with ADHD. Consistent with previous international findings, teachers demonstrated good overall knowledge about ADHD, with strengths in knowledge of symptoms/diagnosis and weaknesses in knowledge of causes and treatments. To investigate how knowledge impacted reported behaviors and perceptions, teachers also read vignettes of children with ADHD symptoms and rated their reactions to these children. In general, teachers with high, and to some extent average, knowledge about ADHD reported more helpful behaviors (e.g., help-seeking for their students) and perceptions (e.g., perceive the benefit of behavioral and educational treatments). However, teachers with high and average knowledge also predicted that these children would be more disruptive in the classroom, and reported having less confidence in their ability to manage these children. Implications and need for future research are discussed.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Teachers with 30 students are likely to encounter at least two students with ADHD in their class (Ohan et al. 2008).”
From Designing out barriers to student access and participation in secondary school assessment (2018) · cites this paper as Ohan et al. 2008
Citations
Cites
Self-Efficacy in Changing Societies
(1995) · doi:10.1017/cbo9780511527692 · Cited by 4,190
Interaction of Therapeutic Process and Alliance During Psychological Assessment
Ackerman, S. J., Hilsenroth, M. J., Baity, M. R., & Blagys, M. D. (2000) · Journal of Personality Assessment · doi:10.1207/s15327752jpa7501_7 · Cited by 192
Pisecco, S., Huzinec, C., & Curtis, D. (2001) · Journal of Clinical Child & Adolescent Psychology · doi:10.1207/s15374424jccp3003_12 · Cited by 77
Cited by
Sorted by citations
Ohan, J. L., Visser, T. A. W., Strain, M. C., & Allen, L. (2010) · Journal of School Psychology · doi:10.1016/j.jsp.2010.10.001 · Cited by 157
Self-citationAnderson, D., Watt, S., Noble, W. G., & Shanley, D. C. (2012) · Psychology in the Schools · doi:10.1002/pits.21617 · Cited by 170
Martinussen, R., Tannock, R., & Chaban, P. (2011) · Child & Youth Care Forum · doi:10.1007/s10566-010-9130-6 · Cited by 119
Nussey, C., Pistrang, N., & Murphy, T. (2013) · Child: Care, Health and Development · doi:10.1111/cch.12039 · Cited by 108
“One teacher study reported that all participants had prior experience of teaching at least one student with ADHD (Ohan et al. 2008).”
A comparison of latent class, K-means, and K-median methods for clustering dichotomous data.
Brusco, M. J., Shireman, E. M., & Steinley, D. (2016) · Psychological Methods · doi:10.1037/met0000095 · Cited by 113
“, 2014), (c) to establish classes based on the presence of different gambling activities (Savage, Slutske, & Martin, 2014), (d) to obtain subgroups based on dichotomous ratings of social skill (De Los Reyes, Bunnell, & Beidel, 2013), (e) to classify students based on the presence or absence of various forms of bullyin…”
Metadata
- Authors
- Ohan, J. L., Cormier, N., Hepp, S. L., Visser, T. A. W., & Strain, M. C.
- Affiliations
- University of British Columbia, Okanagan Campus (CA)
- Venue
- School Psychology Quarterly
- Published
- 2008-09
- Volume
- 23
- Issue
- 3
- Pages
- 436-449
- ISSN
- 1045-3830 (ISSN-L)
- 1939-1560
- OpenAlex
- W2087413892
- Cited by
- 152
- References
- 40
- Citations by year
- 2026: 5 · 2025: 8 · 2024: 5 · 2023: 13 · 2022: 7 · 2021: 10 · 2020: 15 · 2019: 11 · 2018: 4 · 2017: 12 · 2016: 10 · 2015: 12 · 2014: 10 · 2013: 9 · 2012: 6
- FWCI
- 3.74
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- School Psychology Quarterly (publishedVersion)
- UWA Profiles and Research Repository (UWA) (submittedVersion)
- School Psychology
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- attention deficit hyperactivity disorder, teacher knowledge, teacher perceptions, teacher behavior, primary school teachers, help-seeking, classroom management, disruptive behavior
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
