Citation

Yang KN, Schaller J. J. Child Fam. Stud. 1997; 6(2): 249-261.

Copyright

(Copyright © 1997, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1023/A:1025058926376

PMID

unavailable

Abstract

We examined the relationship between elementary teachers' perceptions and ratings of Attention-Deficit Hyperactivity Disorder (ADHD) symptoms of students and their referral decisions in public schools in Taiwan. One hundred and twenty-one homeroom teachers were randomly selected from six public elementary schools in Taipei County, Taiwan, to participate in the study. The study contained two groups of children, a random sample ( n -- 478) and a nominated sample ( n = 219). Results of the discriminant analyses showed that Chinese teachers' ratings of ADHD could predict group membership as to whether a student had been or might be referred. This study found that, despite the fact that Chinese teachers believed children with scores two standard deviations above the mean had behavior problems, teachers decided not to refer those students. Teachers were more likely to refer children whose scores were three standard deviations above the mean.