Dissertation/Thesis Abstract

Teaching About ADHD: College Student's Understanding of ADHS as Related to Gender
by Marmouget, Ashley, M.S., Southern Illinois University at Edwardsville, 2017, 36; 10272124
Abstract (Summary)

Background: Teachers play an important role in identifying children with ADHD with almost half of the children referred to a clinician for concerns about ADHD are referred by teachers and school staff. Research has shown that females tend to display more inattentive symptoms of ADHD while typically males display more hyperactive. Teachers report that the hyperactive symptoms are more disruptive to the classroom which leads them to referring the child to services. Objective: This study examined the effects that an ADHD training on identifying ADHD symptoms in females. Ninety-five college-aged students were randomly assigned to one of two conditions in which they received one of two presentations. Pretest and Posttest data was collected to examine the likeliness to refer a child to services who is displaying inattentive ADHD. Results: Results indicated having an ADHD presentation increases awareness in males with inattentive symptoms of ADHD. At pretest, there were no differences in likeliness to refer between male and female students at pretest.

Indexing (document details)
Advisor: Hupp, Stephen
Commitee: Everett, Gregory, McKenney, Elizabeth
School: Southern Illinois University at Edwardsville
Department: Psychology
School Location: United States -- Illinois
Source: MAI 56/05M(E), Masters Abstracts International
Subjects: Clinical psychology, Gender studies
Publication Number: 10272124
ISBN: 978-0-355-05106-3
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