Are students with ADHD more stressful to teach? Patterns of teacher stress in an elementary school sample
Are students with ADHD more stressful to teach? Patterns of teacher stress in an elementary school sample
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DOI：
10.1177/10634266020100020201
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发表时间：
2002-06-01
影响因子：
1.9
通讯作者：
Goring, J
中科院分区：
文献类型：
--
作者：
Greene, RW;Beszterczey, SK;Goring, J
注意力缺陷/多动障碍(ADHD)的典型特征是注意力不集中和/或过度活跃-冲动行为，这些行为与被诊断为ADHD的儿童的父母压力增加有关，并已知会对亲子互动的质量产生不利影响。然而，关于ADHD对学生与他们的老师之间的互动以及对教师压力水平的影响，我们知道的要少得多。使用教学压力指数，我们发现，普通教育小学教师对患有ADHD的学生的评价明显高于他们没有ADHD的同学，这是一种评估教师对教学和与特定学生互动的主观压力水平的工具。然而，我们发现教师报告的压力是高度个性化的。与没有表现出这些相关困难的ADHD学生相比，表现出反对/攻击性行为或严重社会障碍的ADHD学生被评为教学压力明显更大。
The inattentive and/or hyperactive-impulsive behaviors that typify attention-deficit/hyperactivity disorder (ADHD) have been associated with increased stress in parents of children who are so diagnosed and are known to adversely affect the quality of parent-child interactions. Far less is known, however, about the effects of ADHD on interactions between students with the disorder and their teachers and on levels of teacher stress. Using the Index of Teaching Stress, an instrument assessing a teacher's subjective level of stress and frustration in response to teaching and interacting with a particular student,we found that general education elementary school teachers rated students with ADHD as significantly more stressful to teach than their classmates without ADHD. However, we found that the stress reported by teachers was highly individualized. Students with ADHD who evidenced oppositional/aggressive behavior or severe social impairment were rated as significantly more stressful to teach than students with ADHD who did not evidence these associated difficulties.