Degree Name

Master of Science (MS)

Semester of Degree Completion

1995

Thesis Director

Carolyn S. Cooper

Abstract

Children with "Attention Deficit Hyperactive Disorder" face many changes within the school environment. Teachers strive to help these students meet those changes by providing for special learning and behavior needs. This study obtained teacher responses to examine demographic data, disability categories, placement, and educational treatment of children clinically diagnosed and/or suspected of having "Attention Deficit Hyperactive Disorders". Of the 76 teacher surveys returned, 107 students were reported to have or were suspected of having "Attention Deficit Hyperactive Disorder". Forty-five were identified as learning disabled, seven were considered behavior disordered, seven were receiving speech services, seven others were health impaired, three were diagnosed as educable mentally handicapped, one was diagnosed as trainable mentally handicapped, and nineteen had no disability category. This survey indicated the most common placement for students diagnosed or suspected of having "Attention Deficit Hyperactive Disorder'' is the regular education classroom. Results indicated over 80% of the students clinically diagnosed with "Attention Deficit Hyperactive Disorder" were taking Ritalin as medication for "Attention Deficit Disorder" symptoms. The most frequently implemented behavior interventions utilized with students suspected or diagnosed with "Attention Deficit Disorder" included time-out, one-to-one instruction, behavior modification, special seating arrangement, and modified assignment.

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