The Role of Attention-Deficit Hyperactivity Disorder in the Self-Perceptions of Children with Emotional and Behavioural Difficulties

McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; NOTE: As of the winter issue for 2007 (v.42, n1), this journal will only be available online. Web site: http://mje.mcgill.ca

Y

16

Hyperactivity; Attention Deficit Disorders; Self Concept; Children; Emotional Disturbances; Behavior Disorders; Comparative Analysis; Teacher Attitudes; Student Attitudes; Severity (of Disability); Academic Ability; Interpersonal Competence; Student Behavior; Depression (Psychology)

0024-9033

The present study compared the teacher ratings and self-perceptions of two groups of children with emotional and/or behavioural difficulties: a) Those with attention-deficit hyperactivity disorder (ADHD) and b) those with average or below average levels of hyperactivity and attention. Results showed that the ADHD group was rated more poorly by teachers in academic, social, and behavioural domains. This group also inflated their competency ratings in these domains relative to teacher report more than the comparison group. (Contains 3 tables.)

Author

46

2008

EJ797263