ADHD in Young Boys: A Correlational Study among Early Childhood Educators in Louisiana

Autor/in	Stubbs, Jessica Hart
Titel	ADHD in Young Boys: A Correlational Study among Early Childhood Educators in Louisiana
Quelle	(2012), (175 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Southern Mississippi
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-7233-8
Schlagwörter	Hochschulschrift; Dissertation; School Readiness; Attention Deficit Hyperactivity Disorder; Teaching Methods; Reading Readiness; Males; Correlation; Classroom Techniques; Young Children; Clinical Diagnosis; Drug Therapy; Academic Achievement; Psychomotor Skills; Early Childhood Education; Cognitive Style; Public Schools; School Districts; Questionnaires; Faculty Development; Teacher Collaboration; Intervention; Behavior Modification; Symptoms (Individual Disorders); Louisiana + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Readiness for school; School ability; Schulreife; Teaching method; Lehrmethode; Unterrichtsmethode; Reading rate; Reading speed; Lesegeschwindigkeit; Male; Männliches Geschlecht; Korrelation; Klassenführung; Frühe Kindheit; Schulleistung; Psychomotorische Aktivität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Cognitive styles; Kognitiver Stil; Public school; Öffentliche Schule; School district; Schulbezirk; Fragebogen; Lehrerkooperation; Behaviour modification; Verhaltensänderung; Psychiatrische Symptomatik
Abstract	Attention Deficit Hyperactivity Disorder is a psychiatric condition that has been increasingly diagnosed in young American children, with boys being diagnosed three times more frequently than their female peers. As a result, more children than ever are being treated with powerful stimulant medications which can have various desired and undesired effects. Early childhood curriculums have become more academic in nature, and early childhood teachers are under growing pressure to help their students master academic skills at earlier ages than ever before. Pharmaceutical companies aggressively market medications directly to consumers, promising improved academic and behavioral success for even the youngest children. Little boys, by their very nature, are less likely than their female peers to exhibit academic, fine motor, and behavioral school readiness skills. These issues intersect in American early childhood classrooms every day and create environments where medicating little boys for academic success might seem like the right thing to do. This study examined the relationship between the time early childhood teachers have spent in professional development regarding ADHD, boys' learning styles, medications used to treat ADHD, the CHAMPs system of classroom management, and Positive Behavior Support, and their attitudes toward the above concepts, as well as their initial reactions to young boys who display symptoms of ADHD. One hundred and eighty-four early childhood teachers from a large Southeastern Louisiana public school district responded to the questionnaire. The findings showed that time spent in professional development regarding ADHD did have a moderate positive correlation related to early childhood teachers' attitudes toward ADHD. The study also found that the more time teachers' spent in professional development addressing Positive Behavior Support was significantly and positively related to their efforts to collaborate with colleagues in order to develop medication-free behavioral and academic interventions for young boys who display symptoms of ADHD [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10