The effects of classification on teacher and parent interpretations of the cognitive performance of children with intellectual disability

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dc.contributor Conners, Frances A.
dc.contributor Hernandez-Reif, Maria
dc.contributor Salekin, Karen L.
dc.contributor Swoszowski, Nicole C.
dc.contributor.advisor Merrill, Edward C.
dc.contributor.author Davis, Megan Benson
dc.date.accessioned 2017-03-01T16:53:37Z
dc.date.available 2017-03-01T16:53:37Z
dc.date.issued 2013
dc.identifier.other u0015_0000001_0001425
dc.identifier.other Davis_alatus_0004D_11776
dc.identifier.uri https://ir.ua.edu/handle/123456789/1889
dc.description Electronic Thesis or Dissertation
dc.description.abstract Previous research has indicated that the classification of intellectual disability (ID) may negatively impact interpretations of the cognitive performance of children with ID, especially for general-education teachers. However, there are some findings that suggest that these negative effects of classification may be overcome when competing information is present. The current study examined the effects of classification by having three groups of participants, parents, general-education teachers, and special education teachers, watch a video of a child who was classified as either typically developing or as having an intellectual disability perform a time-telling task. Level of performance was also manipulated such that the child in the video performed either very poorly or very well on the task. The results indicated that level of performance was a more significant predictor of participant judgments than classification, particularly for general-education teachers. Further, parents and special education teachers exhibited a tendency to overestimate the performance of the child in the video, regardless of classification or level of performance. Performance attributions and correlations between the accuracy of judgments and participant variables were also examined.
dc.format.extent 72 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Developmental psychology
dc.subject.other Experimental psychology
dc.subject.other Special education
dc.title The effects of classification on teacher and parent interpretations of the cognitive performance of children with intellectual disability
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Psychology
etdms.degree.discipline Psychology
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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