Attention Deficit Hyperactivity Disorder and the K–12 Classroom: Building the Teacher's Capacity to Improve Student Outcomes

• In Event: AERA Graduate Student Research in Progress Roundtable Session Two
  In Roundtable Session: Critical Issues in Special Education (Table 2)

Abstract

The purpose of the study was to understand teacher knowledge and perception of attention deficit hyperactivity disorder (ADHD) in their K-12 students. ADHD is the most common behavioral disorder in students aged 3-17, with almost 10% of students in the United States having a diagnosis of ADHD (NCSH, 2016). This case study narrative inquiry was performed with a qualitative constructivist design. The participant interviews and text analysis were coded for patterns and themes using CAQDAS. The data analysis helped me understand the participant's knowledge and perception about ADHD as a behavioral disorder that affects students in their classroom.

Author

• Kara Woodley, University of Wisconsin-Superior
  Presenting Author