Elementary School Teachers' and Counselors' Decisions on Referring Students for Evaluation: The Impact of ADHD Traits, Achievement, and Giftedness.

IF 2.3 3区医学 Q2 PSYCHIATRY Child Psychiatry & Human Development Pub Date : 2024-11-28 DOI:10.1007/s10578-024-01777-0

Avital Tamsut, Hattem Asadi, Gal Nahum Sinai, Noa Saka, Yehuda Pollak

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Abstract

The present study examined the effect of ADHD-related traits, academic-achievement level, and giftedness label on elementary school teachers' and counselors' referral recommendations for assessment. 532 teachers and counselors were presented with one of 12 vignettes describing a hypothetical pupil. Participants were asked to report the likelihood they would refer the pupil for ADHD diagnosis and address them during a high-level interdisciplinary school-team meeting (HISTM). High ADHD-related traits (effect size 0.359) and low academic-achievement (effect size 0.070) and their interaction were significantly related to a higher likelihood of referral. Further analysis revealed that lower academic achievement was related to a higher likelihood of referral only when ADHD-related traits were not indicated (p < .005). The status of giftedness label was not found to be significant (p > .05). These findings indicate that mainly ADHD-related traits and, to a lesser degree, low academic-achievement influence teachers' decisions to refer pupils for ADHD diagnosis and address them in HISTM.

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小学教师和辅导员推荐学生接受评估的决定：多动症特质、成绩和天赋的影响。

本研究探讨了多动症相关特征、学业成绩水平和资优标签对小学教师和辅导员转介评估建议的影响。研究人员向 532 名教师和辅导员展示了 12 个描述假想学生的小故事。参与者被要求报告他们在高级别跨学科学校团队会议（HISTM）上将该学生转诊为多动症并对其进行治疗的可能性。与多动症相关的高特质（效应大小为 0.359）和低学习成绩（效应大小为 0.070）以及它们之间的交互作用与较高的转介可能性显著相关。进一步的分析表明，只有当不显示与多动症相关的特质时，较低的学习成绩才与较高的转介可能性有关（p .05）。这些研究结果表明，主要是与多动症相关的特质，其次是学习成绩较差，会影响教师决定是否转介学生接受多动症诊断，并在 "学生学习与生活质量监测"（HISTM）中解决这些问题。

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来源期刊

Child Psychiatry & Human Development Multiple-

CiteScore

0.50

自引率

3.40%

发文量

174

期刊介绍： Child Psychiatry & Human Development is an interdisciplinary international journal serving the groups represented by child and adolescent psychiatry, clinical child/pediatric/family psychology, pediatrics, social science, and human development. The journal publishes research on diagnosis, assessment, treatment, epidemiology, development, advocacy, training, cultural factors, ethics, policy, and professional issues as related to clinical disorders in children, adolescents, and families. The journal publishes peer-reviewed original empirical research in addition to substantive and theoretical reviews.