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Psychopharmacological Intervention. II: Teacher Perceptions of Psychotropic Medication for Students with Learning DisabilitiesMichael H. Epstein received his EdD in special education from the University of Virginia. He is a professor of special education at Northern Illinois University. Research interests include adolescents with behavior disorders and the classification of behavior problems among students with mild handicaps. Address: Michael H. Epstein, Special Education, Northern Illinois University, DeKalb, IL 601 15.
Nirbhay N. Singh received his PhD from the University of Auckland. New Zealand. He is a professor of psychiatry at the Medical College of Virginia and director of research at the Commonwealth Institute for Child and Family Studies in Richmond, Virginia. His areas of interest are in child psychology and psychiatry.
Jerry Luebke received his EdD from Northern Illinois University in educational psychology. He is an evaluation specialist at the Center for Professional Education in St. Charles, Illinois. His areas of interest are in the classification of academic and behavior problems of students with mild handicaps and in evaluation methodology.
Chris E. Stout received his PhD in clinical psychology from Purdue University. He is director of the Department of Clinical Research and Evaluation at Forest Hospital and Foundation and is executive clinical director of the Forest Academies. His research interests are in child psychopathobgy, patient classification methodologies, and treatment alternatives. The perceptions, knowledge, and opinions of 104 teachers of students with learning disabilities regarding medication used with their students were investigated. The students' doctors were perceived as the professionals primarily responsible for making the decision to have the student either placed on or taken off medication. The teachers indicated that global impressions and direct behavioral observations were used to assess the effects of medication but that they would prefer to use behavioral observations and rating scales. Hyperactivity and delusions/hallucinations were perceived as the problems most likely to lead to medication. Less than 15% of the teachers indicated that their professional preservice training had provided them with sufficient information on the use of medication for children with behavior problems, and less than 20% had a similar opinion regarding their inservice training on the same topic.
Journal of Learning Disabilities, Vol. 24, No. 8,
477-483 (1991) This article has been cited by other articles:
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