EFFECTS OF LABELING AND ADHD BEHAVIORS ON PEER AND TEACHER JUDGMENTS

Thirty-nine primary education teachers and 81 fourth- through sixth-gr ade students watched a 4,5-minute video in which a child either displa yed stereotypical Attention Deficit Hyperactivity Disorder (ADHD) beha vior or normal behavior and was labeled either ADHD or normal. All sub jects then completed first-impressions rating scales, predictions rega rding subsequent success, and an evaluation of a hand-written essay. T he ADHD behavior, but not the label, had a significant negative impact on teachers and peers on the first-impressions and prediction scales. Although the teachers' judgments of the essay were not affected by th e label or the behavior, a complex interaction occurred for peer ratin gs of the essay. The apparent contradiction with prior studies and the need for revised research methods are discussed.