Literaturnachweis - Detailanzeige
| Autor/inn/en | Stormont, Melissa; Stebbins, Molly S. |
|---|---|
| Titel | Teachers' Comfort and Importance Ratings for Interventions for Preschoolers with AD/HD. |
| Quelle | In: Psychology in the Schools, 38 (2001) 3, S.259-67Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0033-3085 |
| Schlagwörter | Attention Deficit Disorders; Hyperactivity; Intervention; Preschool Children; Preschool Education; Preschool Teachers; Teacher Attitudes; Teacher Response Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Hyperaktivität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Lehrerverhalten; Lehrerkommentar |
| Abstract | Explores preschool teachers' ratings of both the perceived importance of and their comfort levels implementing interventions for children with Attention Deficit Hyperactivity Disorder. Participants included 138 teachers from licensed child care facilities. Teachers concluded the majority of interventions were mostly important and believed they would be comfortable using them. Findings also indicated teachers' importance and comfort ratings were highly correlated. (Contains 16 references and 3 tables.) (GCP) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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