Abstract
Abstract Thirty-nine primary education teachers and 81 fourth- through sixth-grade students watched a 4.5-minute video in which a child either displayed stereotypical Attention Deficit Hyperactivity Disorder (ADHD) behavior or normal behavior and was labeled either ADHD or normal. All subjects then completed first-impressions rating scales, predictions regarding subsequent success, and an evaluation of a hand-written essay. The 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 the label or the behavior, a complex interaction occurred for peer ratings of the essay. The apparent contradiction with prior studies and the need for revised research methods are discussed.
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