Skip to main content

Advertisement

SpringerLink
Log in

Elementary and Middle School Teacher Perceptions of Attention-Deficit/Hyperactivity Disorder Prevalence

  • Original Paper
  • Published:
Child & Youth Care Forum Aims and scope Submit manuscript

Abstract

Background

Estimates of ADHD diagnosis and stimulant medication use vary across studies. Few studies ascertain the teacher perspective on these rates.

Objective

To ascertain teachers’ perceptions of ADHD prevalence and medication treatment within their classrooms.

Method

The present school survey collected teacher report of identified children with ADHD as well as unidentified but suspected children with ADHD in an effort to determine the occurrence of ADHD and related behaviors in elementary and middle school classrooms. The number of children treated with stimulant medication was also collected. Results are grouped by elementary/middle school level.

Results

Results indicated 5.58 % of elementary and 3.53 % of middle school students were identified to the teacher as diagnosed with ADHD. A comparable number were suspected to have ADHD, but were not formally identified. Three-quarters of identified elementary school, and two-thirds of middle school students, received medication treatment. Few moderators of prevalence rates were identified.

Conclusion

Teacher perceptions suggest an under-identification of children with ADHD in elementary and middle school classrooms. Stimulant medication treatment wanes as children progress to middle school, per teachers’ reports.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders-TR (4th Ed., TR). Washington, D.C.: Author.

  • Angold, A., Costello, E.J., Farmer, E.M.Z., Burns, B.J., & Erkanli, A. (1999). Impaired but undiagnosed. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 129–137.

    Article  PubMed  Google Scholar 

  • Bussing, R., Zima, B. T., & Belin, T. R. (1998). Differential access to care for children with ADHD in special education settings. Psychiatric Services, 49, 1226–1229.

    PubMed  Google Scholar 

  • Bussing, R., Zima, B. T., Gary, F. A., & Garvan, C. W. (2003). Barriers to detection, help-seeking, and service use in children with ADHD symptoms. The Journal of Behavioral Health Services and Research, 30, 176–189.

    Article  Google Scholar 

  • Chafouleas, S. M., Riley-Tillman, T. C., & Sassu, K. A. (2006). Acceptability and reported use of daily behavior report cards among teachers. Journal of Positive Behavioral Interventions, 8, 174–182.

    Article  Google Scholar 

  • DuPaul, G. J., & Stoner, G. (2003). ADHD in the schools, assessment and intervention strategies (2nd ed.). New York: The Guilford Press.

    Google Scholar 

  • Epstein, M., Atkins, M., Cullinan, D., Kutash, K., & Weaver, R. (2008). Reducing behavior problems in the elementary school classroom: a practice guide (NCEE #2008-012). Washington DC: National Center for Educational Evaluation and Regional Assistance.

    Google Scholar 

  • Evans, S. W., Allen, J., Moore, S., & Strauss, V. (2005a). Measuring symptoms and functioning of youth with ADHD in middle schools. Journal of Abnormal Child Psychology, 33, 695–706.

    Article  PubMed  Google Scholar 

  • Evans, S. W., Langberg, J., Raggi, V., Allen, J., & Buvinger, E. C. (2005b). Development of a school-based treatment program for middle school youth with ADHD. Journal of Attention Disorders, 9, 343–353.

    Article  PubMed  Google Scholar 

  • Ford, T., Goodman, R., & Meltzer, H. (2004). The relative importance of child, family, school, and neighbourhood correlates of child psychiatric disorder. Social Psychiatry and Psychiatric Epidemiology, 39, 487–496.

    Article  PubMed  Google Scholar 

  • Froehlich, T. E., Lanphear, B. P., Epstein, J. N., Barbaresi, W. J., Katusic, S. K., & Kahn, R. S. (2007). Prevalence, recognition, and treatment of attention-deficit/hyperactivity disorder in a national sample of US children. Archives of Pediatric and Adolescent Medicine, 161, 857–864.

    Article  Google Scholar 

  • Glass, C. S., & Wegar, K. (2000). Teacher perceptions of the incidence and management of attention-deficit hyperactivity disorder. Education, 121, 412–420.

    Google Scholar 

  • Gresham, F. M., MacMillan, D. L., & Bocian, K. M. (1997). Teachers as “tests”: Differential validity of teacher judgements in identifying students at-risk for learning difficulties. School Psychology Review, 26, 47–60.

    Google Scholar 

  • Havey, J. M., Olson, J. M., McCormick, C., & Cates, G. L. (2005). Teachers’ perceptions of the incidence and management of attention-deficit hyperactivity disorder. Applied Neuropsychology, 12, 120–127.

    Article  PubMed  Google Scholar 

  • Hoagwood, K., Kelleher, K. J., Feil, M., & Comer, D. M. (2000). Treatment services for children with ADHD: A national perspective. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 198–206.

    Article  PubMed  Google Scholar 

  • Jensen, P. S., Kettle, L., Roper, M. T., Sloan, M. T., Dulcan, M. K., Hoven, C., et al. (1999). Are stimulants overprescribed? Treatment for ADHD in four US communities. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 797–804.

    Article  PubMed  Google Scholar 

  • Lane, K. (2003). Identifying young students at risk for antisocial behavior: The utility of “teachers as tests”. Behavioral Disorders, 28, 360–389.

    Google Scholar 

  • Lane, K., Menzies, H. M., Oakes, W. P., & Kalberg, J. R. (2012). Systematic screenings of behavior to support instruction. New York, NY: The Guilford Press.

    Google Scholar 

  • LeFever, G. B., Dawson, K. V., & Morrow, A. L. (1999). The extent of drug therapy for attention deficit-hyperactivity disorder among children in public schools. American Journal of Public Health, 89, 1359–1364.

    Article  PubMed  Google Scholar 

  • LeFever, G. B., Villers, M. S., Morrow, A. L., & Vaughn, E. S. (2002). Parental perceptions of adverse educational outcomes among children diagnosed and treated for ADHD: A call for improved school/provider collaboration. Psychology in the Schools, 39, 63–71.

    Article  Google Scholar 

  • Liang, K. Y., & Zeger, S. L. (1987). Longitudinal data analysis using generalized linear models. Biometrika, 73, 13–22.

    Article  Google Scholar 

  • Marcus, S. C., Wan, G. J., Kemner, J. E., & Olfson, M. (2005). Continuity of methylphenidate treatment for attention-deficit/hyperactivity disorder. Archives of Pediatric and Adolescent Medicine, 159, 572–578.

    Article  Google Scholar 

  • Martinussen, R., Tannock, R., & Chaban, P. (2011). Teachers’ reported use of instructional and behavior management practices for students with behavior problems: Relationship to role and level of training in ADHD. Child & Youth Care Forum, 40, 193–210.

    Article  Google Scholar 

  • Molina, B. S. G., Smith, B. H., & Pelham, W. E. (2005). Development of a school-wide behavior program in a public middle school: An illustration of deployment-focused intervention development, stage 1. Journal of Attention Disorders, 9, 333–3442.

    Article  PubMed  Google Scholar 

  • Nolan, E. E., Gadow, K. D., & Sprafkin, J. (2001). Teacher reports of DSM-IV ADHD, ODD, and CD symptoms in school children. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 241–249.

    Article  PubMed  Google Scholar 

  • Owens, J. S., Murphy, C. E., Richerson, L., Girio, E. L., & Himawan, L. K. (2008). Science to practice in underserved communities: The effectiveness of school mental health programming. Journal of Clinical Child and Adolescent Psychology, 37, 434–447.

    PubMed  Google Scholar 

  • Pelham, W. E., Gnagy, E. M., Greenslade, K. E., & Milich, R. (1992). Teacher ratings of DSM-III-R symptoms for the disruptive behavior disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 210–218.

    Article  PubMed  Google Scholar 

  • Pelham, W. E., Fabiano, G. A., & Massetti, G. M. (2005a). Evidence-based assessment of attention-deficit/hyperactivity disorder in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34, 449–476.

    PubMed  Google Scholar 

  • Pelham, W. E., Massetti, G. M., Wilson, T., Kipp, H., Myers, D., Newman Standley, B. B., et al. (2005b). Implementation of a comprehensive schoolwide behavioral intervention: The ABC Program. Journal of Attention Disorders, 9, 248–260.

    Article  PubMed  Google Scholar 

  • Pelham, W. E., Foster, E. M., & Robb, J. A. (2007). The economic impact of ADHD in children and adolescents. Ambulatory Pediatrics, 7, 121–131.

    Article  PubMed  Google Scholar 

  • Polanczyk, G., Silva de Lima, M., Horta, B. L., Biederman, J., & Rohde, L. A. (2007). The worldwide prevalence of ADHD: A systematic review and metaregression analysis. American Journal of Psychiatry, 164, 942–948.

    Article  PubMed  Google Scholar 

  • Robb, J. A., Sibley, M. H., Pelham, W. E., Foster, E. M., Molina, B. S. G., & Kuriyan, A. B. (2011). The estimated annual cost of ADHD to the US education system. School Mental Health, 3, 169–177.

    Article  Google Scholar 

  • Rowland, A. S., Lesesne, C. A., & Abramowitz, A. J. (2002a). The epidemiology of attention-deficit/hyperactivity disorder (ADHD): A public health view. Mental Retardation and Developmental Disabilities, 8, 162–170.

    Article  Google Scholar 

  • Rowland, A. S., Umbach, D. M., Stallone, L., Naftel, J., Bohlig, M., & Sandler, D. P. (2002b). Prevalence of medication treatment for attention-deficit/hyperactivity disorder among elementary school children in Johnston County, North Carolina. American Journal of Public Health, 92, 231–234.

    Article  PubMed  Google Scholar 

  • Schnoes, C., Reid, R., Wagner, M., & Marder, C. (2006). ADHD among students receiving special education services: A national survey. Exceptional Children, 72, 483–496.

    Google Scholar 

  • Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M., et al. (2000). Applying positive behavioral support and functional behavioral assessment in schools. Journal of Positive Behavioral Interventions, 2, 131–143.

    Article  Google Scholar 

  • U.S. Department of Commerce, Economics and Statistics Administration, Bureau of the Census. (1994). Geographic areas reference manual. Washington, D.C.: U.S. Department of Commerce.

    Google Scholar 

  • Visser, S. N., & Lesesne, C. A. (2005). Mental health in the United States: Prevalence of diagnosis and medication treatment for attention-deficit/hyperactivity disorder—United States, 2003. Morbidity and Mortality Weekly Report, 54, 842–847.

    Google Scholar 

  • Visser, S. N., Bitsko, R. H., Danielson, M. L., Perou, R., & Blumberg, S. J. (2010). Increasing prevalence of parent-reported attention-deficit/hyperactivity disorder among children—United States, 2003 and 2007. Morbidity and Mortality Weekly Report, 59, 1439–1443.

    Google Scholar 

  • Walker, H. M., Severson, H., Todis, B. J., Block-Pedego, A. E., Williams, G. J., & Barckley, M. (1990). Systematic Screening for Behavior Disorders (SSBD): Further validation, replication, and normative data. RASE. Remedial and Special Education, 11, 32–46.

    Article  Google Scholar 

  • Walker, H. M., Ramsey, E., & Gresham, F. M. (2003). Heading off disruptive behavior: How early intervention can reduce defiant behavior-and win back teaching time. American Educator, Winter, 2003–2004, 6–21.

    Google Scholar 

  • Waschbusch, D. A., Pelham, W. E., Massetti, G. M., & Northern Partners In Action for Children and Youth. (2005). The Behavior Education Support and Treatment (BEST) school intervention program: Pilot project data examining school-wide, targeted-school, and targeted-home approaches. Journal of Attention Disorders, 9, 313–322.

    Article  PubMed  Google Scholar 

Download references

Acknowledgments

This project was supported by an unrestricted educational grant from the Alza Corporation, a member of the Johnson & Johnson family of companies.

Author information

Author notes

  1. William E. Pelham Jr.

    Present address: Department of Psychology, Florida International University, Miami, FL, USA

  2. Antara Majumdar

    Present address: Bristol-Myers Squibb, New York, NY, USA

  3. Erin L. Girio-Herrera

    Present address: Department of Psychology, University of Miami, Coral Gables, FL, USA

  4. Stewart Pisecco

    Present address: Pearson Education, Inc, Upper Saddle River, NJ, USA

  5. Jane N. Hannah

    Present address: Currey Ingram Academy, Brentwood, TN, USA

Authors and Affiliations

  1. University at Buffalo, State University of New York, 334 Diefendorf Hall, Buffalo, NY, 14214, USA

    Gregory A. Fabiano, William E. Pelham Jr. & Antara Majumdar

  2. Ohio University, Athens, OH, USA

    Steven W. Evans & Erin L. Girio-Herrera

  3. Cleveland Clinic Children’s Hospital, Cleveland, OH, USA

    Michael J. Manos & Donald Caserta

  4. University at Houston, Houston, TX, USA

    Stewart Pisecco

  5. Vanderbilt University, Nashville, TN, USA

    Jane N. Hannah

  6. University at Buffalo, Buffalo, NY, USA

    Randy L. Carter

Authors
  1. Gregory A. Fabiano
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. William E. Pelham Jr.
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Antara Majumdar
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Steven W. Evans
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Michael J. Manos
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Donald Caserta
    View author publications

    You can also search for this author in PubMed Google Scholar

  7. Erin L. Girio-Herrera
    View author publications

    You can also search for this author in PubMed Google Scholar

  8. Stewart Pisecco
    View author publications

    You can also search for this author in PubMed Google Scholar

  9. Jane N. Hannah
    View author publications

    You can also search for this author in PubMed Google Scholar

  10. Randy L. Carter
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Gregory A. Fabiano.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Fabiano, G.A., Pelham, W.E., Majumdar, A. et al. Elementary and Middle School Teacher Perceptions of Attention-Deficit/Hyperactivity Disorder Prevalence. Child Youth Care Forum 42, 87–99 (2013). https://doi.org/10.1007/s10566-013-9194-1

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10566-013-9194-1

Keywords

Search

Navigation