ADHD Students, Teachers, and Families: a Triangulation Study

Children with attention-deficit/hyperactivity disorder (ADHD) experience difficulties that affect their social and academic functioning. The aim was to triangulate qualitative and quantitative data on students with ADHD, their teachers, and their families. The present work is part of a larger study with a multimethod design. Participants were 43 students with ADHD, 43 parents, and 38 teachers. Data collection was conducted in public schools located in the city of São Paulo. The instruments used were the Social Skills Assessment System (SSRS-BR), Conners’ Scale, Family Resources Inventory, questionnaires, and test scores. Triangulation analyses were performed using the IRaMuTeQ software. The triangulation between thematic classes of the students’ narratives and quantitative variables indicated associations between classes of resources and difficulties mentioned by the students and the experience of teachers, family resources, and not using medication. The triangulation between thematic classes in the teachers’ report and quantitative variables showed significant associations to the teachers’ experience, students’ social skills, school year, and sex and age of the student. These results highlight the importance of support for teachers, through continuing education or other forms of assistance.