ABSTRACT

Their unique observational position in the classroom allows teachers to take on an informal role as disorder-spotter. By means of focus groups in four Flemish elementary schools, this study investigates teachers’ decisiveness in assigning a child’s hyperactivity, impulsivity and/or inattention to Attention-Deficit/Hyperactivity Disorder (ADHD) as the underlying cause. Results show that, when teachers talked about specific children who exhibited hyperactivity, impulsivity and/or inattention, they were, more often than not, decisive in their observation that ADHD was or was not the underlying cause of the child’s behaviours. However, several child-related factors caused teachers to be indecisive about whether ADHD was indeed at the base of a specific child’s hyperactivity, impulsivity and/or inattention.

摘要

他们在课堂上独特的观察位置使教师能够扮演一个非正式的角色，作为无序发现者。本研究通过佛兰芒四所小学的焦点小组，调查教师在将儿童的多动、冲动和/或注意力不集中作为根本原因时的果断性。结果表明，当教师谈到表现出多动、冲动和/或注意力不集中的特定儿童时，他们往往在观察到多动症是或不是儿童行为的根本原因时具有决定性意义。然而，一些与儿童相关的因素导致教师对 ADHD 是否确实是特定儿童多动、冲动和/或注意力不集中的基础犹豫不决。