Identifier

etd-08292011-223056

Degree

Master of Arts (MA)

Department

Psychology

Document Type

Thesis

Abstract

In a study by Fox and Stinnett (1996), labeling bias was defined as the “expectations that others might develop for a person given a particular label.” Research has repeatedly shown that negative characteristics are often attributed to children given a label, even when behavior does not differ from non-labeled peers. This study aimed to add to the understanding of labeling bias, specifically a label of Attention-Deficit/Hyperactivity Disorder (ADHD). Teachers were recruited to participate in an online survey in which they were randomly assigned one of three variations of a vignette. The vignettes described two children with either no label, a possible moderate ADHD label, or a possible severe ADHD label. Two videos of scripted, child actors were viewed by each participant. After each video, teachers rated the children’s behavior on the seven item, Hyperactivity/Inattention subscale of the Social Skills Improvement System (SSIS; Gresham & Elliot, 2008) and rated tolerance for the behaviors exhibited. The effect of priming teachers with an ADHD label (or lack thereof) on ratings of behavior was examined. Differences in tolerance ratings for the ADHD scale behaviors were also examined. Lastly, differences in behavior and tolerance ratings among the two videos were analyzed. Results suggest that ADHD label groups had no effect on behavior or tolerance ratings; however, significant effects were found for both behavior and tolerance ratings with regard to videos. The limitations of the current study and implications for future research are discussed.

Date

2011

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Gresham, Frank

DOI

10.31390/gradschool_theses.1494

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