Citation

Rich HL. Educ. Treat. Child. 1979; 2(2): 91-100.

Copyright

(Copyright © 1979, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

This research was designed to investigate the accuracy of teachers' identification of hyperactive behavior based on perceptions of student motor activity. Of secondary interest was the extent to which these perceptions influenced the quantity and quality of teacher talk and behavior problem assessment. Seven resource teachers and 28 elementary students, 14 ranked active and 14 ranked inactive, were selected to participate in the research. Data were collected using activity level counters (ALC), a behavior checklist, and observation. The data analysis (ANOVA) did not support the accuracy of teachers' perceptions of motor activity. Perceived student motor activity, conduct problems (CP), and teacher talk formed a cluster of significant behaviors, while actual student motor activity alone was not a significant variable. It was concluded that perceived hyperactivity is a syndrome of characteristics which includes motor activity, non-compliant behavior, teacher perceptions, and chronological age (CA). Critical factors that appear to contribute to teachers' perceptions and student behaviors are discussed.

Language: en