To assess teachers' conceptual frameworks concerning hyperkinesis, 43 elementary school teachers Q-sorted 50 statements concerning various aspects of the hyperkinetic syndrome. Analysis of the data revealed three different conceptual frameworks, or factors, among these teachers. A discriminant analysis of the 50 statements indicated the unique characteristics of each of the three groups of teachers. The factors obtained suggested that although teachers do not differ from each other in their definitions of the behavioral aspects of this disorder, there are important and consistent differences in their conceptions of the underlying causes of hyperkinesis.
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