Teacher attributions for the behaviour of students with ADHD: The role of student likeability
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Date
2013-09
Authors
Cousineau, Laura
Journal Title
Journal ISSN
Volume Title
Publisher
Mount Saint Vincent University
Abstract
This study examined the effect of child behaviour (i.e., ADHD-hyperactive/impulsive vs. ADHDinattentive
vs. control) and child likeability (i.e., likeable vs. unlikeable) on teacher attributions
for behaviour in a sample of 31 elementary and high school teachers. Teachers were asked to read
vignettes describing a hypothetical likeable or unlikeable student exhibiting behaviours consistent
with ADHD or no ADHD. Teacher responses to the hypothetical student were assessed using (a)
attribution ratings on the dimensions of locus, control, and stability, (b) ratings of helping
behaviours with respect to referral, accommodations, and perceived manageability of student
behaviour, and (c) an open-ended response section in which teachers could provide rationale for
their responses to items on rating scales. Results partially supported previous findings of adult
attributions for the behaviour of children with ADHD. Teachers rated ADHD behaviour as more
externally caused, uncontrollable, and unstable and indicated that they would be likely to refer
students with ADHD for further services and would be more likely to provide accommodations
for these students. Finally, teachers indicated that they felt less confident in their ability to manage
the behaviour of students with ADHD. Student likeability interacted with student behaviour on
some attributional dimensions but not others, suggesting that more research is needed to elucidate
the impact of this personality factor on teacher perceptions of students with ADHD. Implications
for teacher education, student success, understanding the role attributions in classroom
management of ADHD, and future directions are discussed.
Description
Keywords
Attention Deficity Hyperactivity Disorder (ADHD) , Student behaviour , Learning disabilities , Classroom management