{"id":{"repo_id":"maynooth","oai_identifier":"oai:mural.maynoothuniversity.ie:8764"},"canonical_url":"https://search.dev.ndltd.org/etd/maynooth/oai:mural.maynoothuniversity.ie:8764","repository":{"repo_id":"maynooth","name":"National University of Ireland - Maynooth","base_url":"http://mural.maynoothuniversity.ie/cgi/oai2"},"display":{"title":"Developing the Implicit Relational Assessment Procedure (IRAP) as a Measure of Bias Towards Pupils with Attention Deficit Hyperactivity Disorder (ADHD)","abstract":"Negative attitudes toward Attention Deficit Hyperactivity Disorder (ADHD) can lead to delays in help-seeking, negative self-image, social isolation, social rejection, and treatment barriers. The aim of the current research was to extend the research literature on ADHD by using a measure of implicit cognition to complement existing questionnaire/self-report data. Study 1 used a behavioural implicit measure known as the Implicit Relational Assessment Procedure (IRAP) and three explicit measures to investigate stigmatising attitudes towards pupils with ADHD. Participants were mainstream primary school teachers (n=16) and trainee primary school teachers (n=14). Overall, statistical analysis of IRAP data showed participants’ results from Study 1 did not demonstrate negative relational bias toward ADHD pupils for teachers or trainee teachers (e.g., participants did not respond faster in affirming typically-developing/positive relations compared to ADHD/positive relations). Correlational tests using Pearson’s r were implemented to determine if there were any implicit-explicit associations demonstrated; results showed two statistically significant effects i.e. typically-developing/positive trial-type correlated with the emotional exhaustion subscale on Maslach Burn-Out Inventory-Educator’s Survey (MBI-ES) for the qualified teacher group and typically-developing/negative trial-type correlated with the stress subscale on the Depression Anxiety Stress Scale (DASS) for the trainee teacher group. Study 2 was a partial replication of Study 1 with a convenience sample of adults (n=41). The rationale was that there was no implicit stigma shown in Study 1 because the participants were highly qualified and familiar with individuals with ADHD and thus failed to show the expected relational bias. The IRAP was used as before and results showed a pro-typically-developing relational bias however, combined pro-ADHD and anti-ADHD relational biases in the ADHD trial-blocks. Results are discussed with regard to further implicit investigation in the area.","abstract_html":"Negative attitudes toward Attention Deficit Hyperactivity Disorder (ADHD) can lead to delays in help-seeking, negative self-image, social isolation, social rejection, and treatment barriers. The aim of the current research was to extend the research literature on ADHD by using a measure of implicit cognition to complement existing questionnaire/self-report data. Study 1 used a behavioural implicit measure known as the Implicit Relational Assessment Procedure (IRAP) and three explicit measures to investigate stigmatising attitudes towards pupils with ADHD. Participants were mainstream primary school teachers (n=16) and trainee primary school teachers (n=14). Overall, statistical analysis of IRAP data showed participants’ results from Study 1 did not demonstrate negative relational bias toward ADHD pupils for teachers or trainee teachers (e.g., participants did not respond faster in affirming typically-developing/positive relations compared to ADHD/positive relations). Correlational tests using Pearson’s r were implemented to determine if there were any implicit-explicit associations demonstrated; results showed two statistically significant effects i.e. typically-developing/positive trial-type correlated with the emotional exhaustion subscale on Maslach Burn-Out Inventory-Educator’s Survey (MBI-ES) for the qualified teacher group and typically-developing/negative trial-type correlated with the stress subscale on the Depression Anxiety Stress Scale (DASS) for the trainee teacher group. Study 2 was a partial replication of Study 1 with a convenience sample of adults (n=41). The rationale was that there was no implicit stigma shown in Study 1 because the participants were highly qualified and familiar with individuals with ADHD and thus failed to show the expected relational bias. The IRAP was used as before and results showed a pro-typically-developing relational bias however, combined pro-ADHD and anti-ADHD relational biases in the ADHD trial-blocks. Results are discussed with regard to further implicit investigation in the area.","abstract_has_math":false,"creators":["Gallagher, Roisin"],"institution":"National University of Ireland Maynooth","degree_name":"phd","degree_level":"doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017","date_published":"2017","updated_at":"2026-07-24T03:02:57Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Gallagher, Roisin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2017"]},{"key":"dc:date.issued","label":"Date","values":["2017"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["National University of Ireland Maynooth"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://mural.maynoothuniversity.ie/id/eprint/8764/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["phd"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://mural.maynoothuniversity.ie/id/eprint/8764/1/Roisin%20Gallagher%20Thesis%202017%20%28electronic%20copy%29.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Negative attitudes toward Attention Deficit Hyperactivity Disorder (ADHD) can lead to delays in help-seeking, negative self-image, social isolation, social rejection, and treatment barriers. The aim of the current research was to extend the research literature on ADHD by using a measure of implicit cognition to complement existing questionnaire/self-report data. Study 1 used a behavioural implicit measure known as the Implicit Relational Assessment Procedure (IRAP) and three explicit measures to investigate stigmatising attitudes towards pupils with ADHD. Participants were mainstream primary school teachers (n=16) and trainee primary school teachers (n=14). Overall, statistical analysis of IRAP data showed participants’ results from Study 1 did not demonstrate negative relational bias toward ADHD pupils for teachers or trainee teachers (e.g., participants did not respond faster in affirming typically-developing/positive relations compared to ADHD/positive relations). Correlational tests using Pearson’s r were implemented to determine if there were any implicit-explicit associations demonstrated; results showed two statistically significant effects i.e. typically-developing/positive trial-type correlated with the emotional exhaustion subscale on Maslach Burn-Out Inventory-Educator’s Survey (MBI-ES) for the qualified teacher group and typically-developing/negative trial-type correlated with the stress subscale on the Depression Anxiety Stress Scale (DASS) for the trainee teacher group. Study 2 was a partial replication of Study 1 with a convenience sample of adults (n=41). The rationale was that there was no implicit stigma shown in Study 1 because the participants were highly qualified and familiar with individuals with ADHD and thus failed to show the expected relational bias. The IRAP was used as before and results showed a pro-typically-developing relational bias however, combined pro-ADHD and anti-ADHD relational biases in the ADHD trial-blocks. Results are discussed with regard to further implicit investigation in the area."]},{"key":"dc:format","label":"Dc Format","values":["text"]},{"key":"dc:title","label":"Title","values":["Developing the Implicit Relational Assessment Procedure (IRAP) as a Measure of Bias Towards Pupils with Attention Deficit Hyperactivity Disorder (ADHD)"]}]}],"canonical_facts":{"dc:creator":["Gallagher, Roisin"],"dc:date":["2017"],"dc:date.issued":["2017"],"dc:description.abstract":["Negative attitudes toward Attention Deficit Hyperactivity Disorder (ADHD) can lead to delays in help-seeking, negative self-image, social isolation, social rejection, and treatment barriers. The aim of the current research was to extend the research literature on ADHD by using a measure of implicit cognition to complement existing questionnaire/self-report data. Study 1 used a behavioural implicit measure known as the Implicit Relational Assessment Procedure (IRAP) and three explicit measures to investigate stigmatising attitudes towards pupils with ADHD. Participants were mainstream primary school teachers (n=16) and trainee primary school teachers (n=14). Overall, statistical analysis of IRAP data showed participants’ results from Study 1 did not demonstrate negative relational bias toward ADHD pupils for teachers or trainee teachers (e.g., participants did not respond faster in affirming typically-developing/positive relations compared to ADHD/positive relations). Correlational tests using Pearson’s r were implemented to determine if there were any implicit-explicit associations demonstrated; results showed two statistically significant effects i.e. typically-developing/positive trial-type correlated with the emotional exhaustion subscale on Maslach Burn-Out Inventory-Educator’s Survey (MBI-ES) for the qualified teacher group and typically-developing/negative trial-type correlated with the stress subscale on the Depression Anxiety Stress Scale (DASS) for the trainee teacher group. Study 2 was a partial replication of Study 1 with a convenience sample of adults (n=41). The rationale was that there was no implicit stigma shown in Study 1 because the participants were highly qualified and familiar with individuals with ADHD and thus failed to show the expected relational bias. The IRAP was used as before and results showed a pro-typically-developing relational bias however, combined pro-ADHD and anti-ADHD relational biases in the ADHD trial-blocks. Results are discussed with regard to further implicit investigation in the area."],"dc:format":["text"],"dc:identifier.uri":["https://mural.maynoothuniversity.ie/id/eprint/8764/1/Roisin%20Gallagher%20Thesis%202017%20%28electronic%20copy%29.pdf"],"dc:language":["en"],"dc:publisher.institution":["National University of Ireland Maynooth"],"dc:relation.isreferencedby":["https://mural.maynoothuniversity.ie/id/eprint/8764/"],"dc:title":["Developing the Implicit Relational Assessment Procedure (IRAP) as a Measure of Bias Towards Pupils with Attention Deficit Hyperactivity Disorder (ADHD)"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["doctoral"],"dc:type.qualificationname":["phd"]},"updated_at":"2026-07-24T03:02:57Z"}