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ADHD and social process: A study of...

Striegel, Phil Allen.

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ADHD and social process: A study of attention deficit/hyperactivity disorder as a diffuse status characteristic.

Record Type:	Electronic resources : Monograph/item
Title/Author:	ADHD and social process: A study of attention deficit/hyperactivity disorder as a diffuse status characteristic./
Author:	Striegel, Phil Allen.
Description:	141 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1314.
Contained By:	Dissertation Abstracts International65-04A.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3129346
ISBN:	0496766066

ADHD and social process: A study of attention deficit/hyperactivity disorder as a diffuse status characteristic.
Striegel, Phil Allen.

ADHD and social process: A study of attention deficit/hyperactivity disorder as a diffuse status characteristic. - 141 p.

Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1314.

Thesis (Ph.D.)--The University of Iowa, 2004.

Although ADHD is one of the most common and most studied diagnoses among children in this country, the social reaction to ADHD diagnosis has not been extensively studied. This study used an experimental methodology to examine the social reaction of prospective teachers to ADHD diagnosis in children. Research participants read a story which described a child with status cues of behavior (appropriate and inappropriate), race (black or white), diagnosis (ADHD or no diagnosis), and academic ability (talented and gifted or reading disabled). The 16 conditions of the experiment were randomly administered to 336 undergraduate students in teacher education programs, and the effect of the four variables on status was analyzed with a 2 x 2 x 2 x 2 ANOVA. Using principles of Status Characteristics Theory, two outcome measures of status were used. Those measures were the likelihood that participants would call on students and the value that participants placed on answers of students with different combinations of status characteristic. Participants were also asked to rate the students in the scenarios on the qualities of self-control, goodness, power, and helpfulness. Study results showed that behavior predicted status measures of student output and teacher expectations of value of the student's response. Academic ability predicted only the teacher expectations of value of the student's response. Neither race nor ADHD diagnosis predicted status outcome measures. ADHD diagnosis demonstrated a trend of lowering the status of students when they behaved and raising the status of students when they misbehaved. This result suggests further study of the effect of medicalization on perceptions of student ability. ADHD diagnosis also affected participant's perceptions of student goodness and power. Discussion suggests that the question of ADHD diagnosis and the medicalization of deviant classroom behavior is open to further study as it may impact the process of status assignment in classroom situations. Further research is suggested on two counts. First, whether the potential effect of ADHD diagnosis is the diagnosis itself or the shift in expectations regarding future behavior with ADHD treatment, and second, if other diagnoses have the same sort of effect on teacher perceptions as ADHD diagnosis.

ISBN: 0496766066Subjects--Topical Terms:

626654
Education, Sociology of.

ADHD and social process: A study of attention deficit/hyperactivity disorder as a diffuse status characteristic.
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100 1 $a Striegel, Phil Allen. $3 1939180
245 1 0 $a ADHD and social process: A study of attention deficit/hyperactivity disorder as a diffuse status characteristic.
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500 $a Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1314.
500 $a Supervisors: Nicholas Colangelo; Michael Lovaglia.
502 $a Thesis (Ph.D.)--The University of Iowa, 2004.
520 $a Although ADHD is one of the most common and most studied diagnoses among children in this country, the social reaction to ADHD diagnosis has not been extensively studied. This study used an experimental methodology to examine the social reaction of prospective teachers to ADHD diagnosis in children. Research participants read a story which described a child with status cues of behavior (appropriate and inappropriate), race (black or white), diagnosis (ADHD or no diagnosis), and academic ability (talented and gifted or reading disabled). The 16 conditions of the experiment were randomly administered to 336 undergraduate students in teacher education programs, and the effect of the four variables on status was analyzed with a 2 x 2 x 2 x 2 ANOVA. Using principles of Status Characteristics Theory, two outcome measures of status were used. Those measures were the likelihood that participants would call on students and the value that participants placed on answers of students with different combinations of status characteristic. Participants were also asked to rate the students in the scenarios on the qualities of self-control, goodness, power, and helpfulness. Study results showed that behavior predicted status measures of student output and teacher expectations of value of the student's response. Academic ability predicted only the teacher expectations of value of the student's response. Neither race nor ADHD diagnosis predicted status outcome measures. ADHD diagnosis demonstrated a trend of lowering the status of students when they behaved and raising the status of students when they misbehaved. This result suggests further study of the effect of medicalization on perceptions of student ability. ADHD diagnosis also affected participant's perceptions of student goodness and power. Discussion suggests that the question of ADHD diagnosis and the medicalization of deviant classroom behavior is open to further study as it may impact the process of status assignment in classroom situations. Further research is suggested on two counts. First, whether the potential effect of ADHD diagnosis is the diagnosis itself or the shift in expectations regarding future behavior with ADHD treatment, and second, if other diagnoses have the same sort of effect on teacher perceptions as ADHD diagnosis.
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