Journal of Abnormal Child Psychology

, Volume 10, Issue 4, pp 483–495 | Cite as

Attentional deficits with and without hyperactivity: Teacher and peer perceptions

  • Cheryl King
  • Richard David Young


The present study assessed teacher and peer perceptions of boys classified according to DSM-III criteria for Attention Deficit with Hyperactivity (ADH) and Attention Deficit without Hyperactivity (AD). Teachers completed SNAP checklists (Pelham, Note 1) on all boys in their classrooms (219 boys). Twelve percent fit ADH criteria; less than 5% fit AD criteria. Teacher perceptions were assessed with the Conners Teacher Rating Scale. ADH and AD groups did not differ on the Inattention factor, although the AD group was rated significantly lower than the ADH group on Conduct Problems and Hyperactivity. These profiles were expected on the basis of DSM-III descriptions of ADH and AD; the ADH group seemed to resemble previous research samples of hyperactive children. Classroom peer perceptions, assessed with like-dislike nominations, did not discriminate between diagnostic groups. Both groups were perceived more negatively than the Comparison group, suggesting that both groups are “at risk”.


Conduct Problem Comparison Group Attention Deficit Diagnostic Group Teacher Rate 
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Copyright information

© Plenum Publishing Corporation 1982

Authors and Affiliations

  • Cheryl King
    • 1
  • Richard David Young
    • 1
  1. 1.Department of PsychologyIndiana UniversityBloomington

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