Foundation Phase teachers’ understanding of attention deficit hyperactivity disorder at Johannesburg independent schools

Tamara H Jaye,Jacob Majakwara,Sheri Hanson,Cecil Levy

doi:10.4102/sajce.v10i1.825

Abstract

Background: Attention deficit hyperactivity (ADHD) disorder is a common childhood neurodevelopmental disorder. The symptoms of hyperactivity, impulsivity and inattention often become evident in a structured classroom setting. Teachers play a key role in identifying these features and referring these pupils for assessments.Aim: This study investigated the understanding and perceptions of ADHD amongst Foundation Phase teachers at independent schools in Johannesburg.Setting: This study was conducted at nine independent schools in the Johannesburg area.Methods: A total of 95 teachers filled out a standardised questionnaire, the Knowledge of Attention Deficit Disorders Scale (KADDS), which looks at three aspects of ADHD, namely, associated features, symptoms and treatment. The teachers also answered several demographic questions such as their sex, age, level of education, knowledge of a person outside the school with ADHD and confidence to teach a child with ADHD. An informal directed discussion group was conducted, which comprised 32 teachers who had filled in the questionnaire. Open-ended questions were asked during the discussion group.Results: The overall results were the highest obtained compared to similar previous studies. These teachers had a very good knowledge with regard to the symptoms of ADHD, they had a fair understanding about the treatment of ADHD and their knowledge about the associated features of ADHD was limited. Exposure to children with ADHD and higher number of ADHD workshops attended and ADHD articles read were beneficial to the teachers’ overall knowledge about ADHD. Years of experience and the age of the teacher were not associated with a greater knowledge about ADHD.Conclusion: Independent school Foundation Phase teachers displayed a good level of knowledge about ADHD. This knowledge was enhanced by continual ADHD education and exposure to children with ADHD.

Highlights

The classroom setting is often where symptoms of attention deficit hyperactivity disorder (ADHD) are most evident; it is not uncommon for a teacher to notice this behaviour initially
We examined whether the level of knowledge was influenced by certain demographic factors, such as the level of education, length of teaching career, knowledge of ADHD people outside the school setting, number of ADHD courses attended and having taught children with ADHD in the past
When making comparisons between the different subsets used in studies that used the Knowledge of Attention Deficit Disorders Scale (KADDS), the current study found that the section on symptoms answered the best, with a score of 76.7%; the treatment section’s overall score was only 63%, and the associated features was the most poorly answered section, with a score of 50%

Summary

Introduction

The classroom setting is often where symptoms of attention deficit hyperactivity disorder (ADHD) are most evident; it is not uncommon for a teacher to notice this behaviour initially. Teachers play a major role in various aspects of the child with ADHD. Teachers’ attitudes towards a student with ADHD impact how other children in the classroom perceive that child (Gal, Schreur & Engel-Yeger 2010:89). Understanding and knowledge about ADHD have been shown to be related to teachers’ attitudes and behaviour towards these children, highlighting how crucial the school environment is for the children with ADHD (Canu & Mancil 2012:105; Pisecco, Huzinec & Curtis 2001:413). The symptoms of hyperactivity, impulsivity and inattention often become evident in a structured classroom setting. Teachers play a key role in identifying these features and referring these pupils for assessments

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Methods

Results

Discussion

Conclusion