Knowledge of and Attitudes Toward ADHD Among Teachers

Marsha K Youssef,Farid F Youssef,Gerard Hutchinson

doi:10.1177/2158244014566761

Marsha K Youssef, Farid F Youssef + Show 1 more

Open Access

https://doi.org/10.1177/2158244014566761

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Journal: SAGE Open	Publication Date: Jan 7, 2015
Citations: 37	License type: cc-by

Affiliation: University of the West Indies

Abstract

Teachers are often the first persons responsible for identifying children with attention deficit hyperactivity disorder (ADHD) and are increasingly being called on to help manage such children. We sought to assess teachers’ knowledge of and attitudes toward ADHD in Trinidad & Tobago, a small island developing state in the Caribbean region. Based on previously published work, an instrument was adapted and pilot tested. Using convenience sampling, 440 questionnaires were distributed and 277 valid questionnaires were returned (response rate, 63%). Total knowledge scores were low, mean 12.6/26. Both postgraduate education and in-service training significantly improved knowledge scores as did having previously taught a child with ADHD. Attitudes toward children with ADHD were generally positive although most teachers felt children with ADHD should be taught by specialist teachers. Results suggest greater efforts must be made to provide teacher training specifically in the identification and management of children with ADHD.

Highlights

Attention deficit hyperactivity disorder (ADHD) is reportedly the most pervasive disorder of childhood affecting approximately 3% to 5% of school-aged children with prevalence rates increasing significantly over the past two decades (Pastor & Reuben, 2008; Timimi & Radcliffe, 2005)
With respect to having taught a child with ADHD, 48% (n = 132) of teachers responded that they had taught a child with ADHD, while 9% (n = 25) responded that they had not taught a child with ADHD and 42% (n = 116) did not know whether they had taught a child with ADHD
Of the teachers who indicated that they had taught a child with ADHD, just under half or 48% indicated that the diagnosis had been confirmed by a medical professional

Summary

Introduction

Attention deficit hyperactivity disorder (ADHD) is reportedly the most pervasive disorder of childhood affecting approximately 3% to 5% of school-aged children with prevalence rates increasing significantly over the past two decades (Pastor & Reuben, 2008; Timimi & Radcliffe, 2005). Epidemiological data suggest the incidence of ADHD has significantly increased over the past two decades This coupled with the fact that over the last 40 years, a preponderance of the research on ADHD has come out of the United States has led many to believe that ADHD is a disorder rooted in cultural and social factors apparently prevalent in the United States (Faraone, Sergeant, Gillberg, & Biederman, 2003; Timimi & Taylor, 2004). For the purposes of this report though, it is worth noting that little or no epidemiological data exist from the Caribbean region Despite these figures, failure to identify the underlying biological deficits, a growing distrust of the medical and pharmaceutical fraternities, and cultural variations ensure that ADHD remains a condition fraught with controversy (Stolzer, 2009).

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