Descriptions of Personal Experiences: Effects on Students' Learning and Behavioral Intentions toward Peers with Attention-Deficit/Hyperactivity Disorder

Autor/inn/en	Saecker, Lee B.; Skinner, Amy L.; Skinner, Christopher H.; Rowland, Emily; Kirk, Emily
Titel	Descriptions of Personal Experiences: Effects on Students' Learning and Behavioral Intentions toward Peers with Attention-Deficit/Hyperactivity Disorder
Quelle	In: Psychology in the Schools, 47 (2010) 9, S.960-973 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20517
Schlagwörter	Experimental Groups; High School Students; Films; Attention Deficit Disorders; Attention Deficit Hyperactivity Disorder; Injuries; Intention; Disabilities; Misconceptions; Student Attitudes; Peer Relationship; Role; Questionnaires; Interrater Reliability + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Film; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Handicap; Behinderung; Missverständnis; Schülerverhalten; Peer-Beziehungen; Rollen; Fragebogen; Interrater-Reliabilität
Abstract	High-school students were shown an educational video designed to dispel 12 common myths regarding Attention-Deficit/Hyperactivity Disorder (ADHD) by describing each myth and then presenting accurate information. The experimental group viewed a video that was supplemented by the speaker acknowledging that he had ADHD and providing descriptions of personal experiences (DPE) designed to highlight the injury caused by 6 of the 12 common myths. Findings suggest that including the DPE may have enhanced learning of the information that was highlighted by these descriptions, but interfered with learning the other six facts. Providing DPE did not alter behavioral intentions, and this analysis did not appear to be confounded by differential learning. Our discussion focuses on personalizing disability information, seductive details effects, and the role that correcting myths with accurate information may have on students with respect to their interactions with classmates with disabilities. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10