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

dc.contributorConners, Frances A.
dc.contributorHernandez-Reif, Maria
dc.contributorSalekin, Karen L.
dc.contributorSwoszowski, Nicole C.
dc.contributor.advisorMerrill, Edward C.
dc.contributor.authorDavis, Megan Benson
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractPrevious 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.en_US
dc.format.extent72 p.
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectDevelopmental psychology
dc.subjectExperimental psychology
dc.subjectSpecial education
dc.titleThe effects of classification on teacher and parent interpretations of the cognitive performance of children with intellectual disabilityen_US
dc.typetext of Alabama. Department of Psychology University of Alabama
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