Psychopharmacological intervention III: A comparison of teacher perceptions of psychotropic medication for students with learning disabilities or serious emotional disturbance

Nirbhay N. Singh, Michael H. Epstein, Chris Stout, Jerry Luebke, Cynthia R. Ellis

Research output: Contribution to journalArticle

7 Scopus citations

Abstract

The perceptions and knowledge of teachers with regard to psychotropic medication for students was investigated. The views of two groups of teachers, those who taught students with learning disabilities and those who taught students with serious emotional disturbance, were compared. Both groups of teachers reported that they felt incompetent in terms of their knowledge of the target and unintended effects of psychotropic medication. The two groups of teachers had differing views on a number of issues, including the types of behavior disorders that typically lead to drug therapy, the types of assessment instruments used to evaluate drug effects, the role of different professionals in making decisions regarding the choice of these assessment instruments, and medication practices at school. The teachers indicated that their pre-service and in-service training did not prepare them for their role as the primary person responsible for evaluating the classroom effects of medication on their students learning and behavior.

Original languageEnglish (US)
Pages (from-to)101-113
Number of pages13
JournalJournal of Developmental and Physical Disabilities
Volume6
Issue number2
DOIs
StatePublished - Jun 1994

Keywords

  • knowledge
  • perceptions
  • psychotropic medication
  • students
  • teachers

ASJC Scopus subject areas

  • Physical Therapy, Sports Therapy and Rehabilitation
  • Developmental and Educational Psychology

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