Abstract
Currently there are few valid and reliable research instruments that investigate the knowledge and attitudes teachers hold towards ADHD, and of the studies that investigate teacher ADHD-specfic attitudes, most do little more than examine false factual information that teachers believe to be true (Kos, Richdale, & Hay, 2006; Mulholland, Cumming, & Jung, 2015). There is, therefore, a strong need for the development and validation of a research instrument that investigates teacher ADHD-specific knowledge and attitudes. This article outlines the development and validation of a new research instrument, the ADHD-specific knowledge and attitudes of teachers (ASKAT), consisting of two scales, the scale for ADHD-specific knowledge (SASK) and the scale for ADHD-specific attitudes (SASA).
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