An exploration of the criteria used by educators in the identification of children with attention related problems.

Abstract

The main purpose of this study was to determine the extent to which educators were able to identify behavioural descriptors pertaining to Attention Deficit Hyperactivity Disorder (ADHD) as outlined in the DSM-IV and to explore the management strategies employed by educators in the classroom in their attempt to deal with the disorder. The participants were 36 Foundation Phase educators (grades 1 to 3) in the South Durban Region. An analysis of data obtained from the administration of questionnaires to educators indicated that, although educators were able to identify behavioural criteria descriptive of ADHD, they were unable to differentiate between ADHD and Oppositional Defiant Disorder (ODD). They viewed the disorders as interrelated. However, they showed insight into the difficulties experienced by ADHD learners. This was evident in the effective classroom management practices educators adopted to deal with these special learners. Finally, knowledge of ADHD and qualification level appeared to have no impact on accuracy of educators' ratings.