Knowledge Of Attention Deficit Hyperactivity Disorder Research Articles

Referring Attention-Deficit/Hyperactivity Disorder: Gaining Perspective From Advanced Practice Providers in Primary Care.

The objective of the current study is to identify provider, patient, and family characteristics associated with pediatric advanced practice provider (APP) decisions to refer to a subspecialist for diagnosis and management of attention-deficit/hyperactivity disorder (ADHD). We conducted a cross-sectional electronic survey of pediatric primary care APPs using member lists of professional organizations. T tests and chi-square analysis were conducted to identify group differences. Most respondents rated themselves as comfortable diagnosing and managing ADHD. We found no significant difference between groups based on comfort level or likelihood to refer. APPs working in suburban settings report significantly lower levels of comfort. Self-designation as the practice's primary provider for behavioral/mental health concerns had significantly higher levels of comfort and were less likely to refer. In a limited sample, most APPs reported comfort diagnosing and managing ADHD. Activities to identify and ameliorate gaps in ADHD knowledge and care need to consider this growing part of the workforce.

Clinical Change Mechanisms in the Treatment of College Students With ADHD: Trajectories and Associations With Outcomes

The purpose of this study was to evaluate trajectories of response for the three theorized mechanisms of clinical change (knowledge, behavioral strategies, and adaptive thinking) associated with the Accessing Campus Connections and Empowering Student Success (ACCESS) intervention for college students with attention-deficit/hyperactivity disorder (ADHD) and their association with treatment outcomes. Participants included 250 college students comprehensively diagnosed with ADHD randomly assigned to ACCESS or to a delayed-treatment control who completed ratings at baseline, end of active treatment, and end of the maintenance phase of treatment (after two semesters). Growth mixture models (GMMs) were used to evaluate trajectories. Participants in ACCESS made significant gains in the use of behavioral strategies and trajectories were associated with large effect size improvements in measures of symptoms and functioning. Participants also made improvements in ADHD knowledge. However, only the knowledge trajectory with rapid improvement displayed significantly better outcomes. Only one trajectory group showed improvement in adaptive thinking with most ACCESS participants remaining stable across time. However, adaptive thinking trajectories were strongly related to both symptom and functional outcomes. ACCESS is associated with large gains in two of the three theorized clinical mechanisms of change, behavioral strategies and ADHD knowledge. Rapid improvement in behavioral strategies was associated with robust improvement in symptoms and functioning. Although improvements in the third mechanism, adaptive thinking, were small, they were strongly associated with outcomes demonstrating the importance of a cognitive-behavioral approach in treating college students with ADHD.

Effectiveness of a psychoeducational group intervention developed by primary care nurses on symptom control of pediatric patients with ADHD. ADHD parent study

ABSTRACT Attention Deficit Hyperactivity Disorder (ADHD) is a common childhood disorder with an estimated prevalence of 5%. The purpose of this study is to evaluate the effectiveness of a psychoeducational intervention performed by primary care nurses on parents of children with ADHD. We recruited participants composed of parents and children between 6 and 12 years with ADHD. We conducted a two-branch randomized control trial. The intervention programme consisted of nine group sessions (5-12 parents) with a duration of 10 months. The primary outcomes were the attention tasks measured with the Test of Variables of Attention (TOVA) and the ADHD symptomatology. Forty-eight children were included in the study. The average age of the parents was 42.6 years (standard deviation, SD: 6.3), and of the children 10.1 years (SD: 1.9), 81.3% were boys. TOVA and the symptoms after the intervention showed no statistically changes in both groups. The intervention group showed more knowledge of ADHD (17.3 vs 11.5, p = 0.008) and knowledge of drugs (6.1 vs. 4.5, p = 0.005) than the control group after the intervention. A psychoeducational intervention performed by primary care nurses on parents of children with ADHD did not show any modification in the attention tasks, and only changed the knowledge of ADHD of the parents that received the intervention.

Have You Heard of Developmental Language Disorder? An Online Survey

Developmental language disorder (DLD) is a common neurodevelopmental disorder. It had been suggested that public awareness is low for DLD, especially in comparison with autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and dyslexia. This study investigated awareness of DLD, ASD, ADHD, and dyslexia, as well as specific language impairment (SLI) in Australia. An online survey about awareness and knowledge of DLD, SLI, ASD, ADHD, and dyslexia was completed by 272 people in Australia. People had low awareness of DLD (19.9%) compared with ASD (97.4%), ADHD (97.7%), and dyslexia (98.5%). The former label for the disorder, SLI, had an even lower level of awareness (9.4%). People have heard about DLD from a wide range of sources and were likely to have incorrect knowledge about DLD as well as believing ASD or ADHD to be the most prevalent disorders. Awareness and knowledge of DLD appear to be low. More targeted approaches to increasing public awareness of DLD are needed.

Understanding and Supporting Attention Deficit Hyperactivity Disorder (ADHD) in the Primary School Classroom: Perspectives of Children with ADHD and their Teachers

Children with Attention Deficit Hyperactivity Disorder (ADHD) are more at risk for academic underachievement compared to their typically developing peers. Understanding their greatest strengths and challenges at school, and how these can be supported, is vital in order to develop focused classroom interventions. Ten primary school pupils with ADHD (aged 6–11 years) and their teachers (N = 6) took part in semi-structured interviews that focused on (1) ADHD knowledge, (2) the child’s strengths and challenges at school, and (3) strategies in place to support challenges. Thematic analysis was used to analyse the interview transcripts and three key themes were identified; classroom-general versus individual-specific strategies, heterogeneity of strategies, and the role of peers. Implications relating to educational practice and future research are discussed.

Effective but Not Feasible—What Support Staff in All-Day Primary Schools Think of Pedagogical Interventions with Regard to Children with ADHD

Children with attention deficit/hyperactivity disorder (ADHD) are faced with multiple challenges both in the classroom and in the homework situation. While there are many studies on pedagogical interventions by teachers in the classroom, this is hardly the case when it comes to support staff in after-school homework supervision. In this study, 196 support staff with different qualifications were asked not only about their knowledge of ADHD, their subjective level of stress, and whether they felt trained enough to work with children with ADHD, but also to assess the effectiveness and feasibility of 25 interventions in homework supervision. Overall, the respondents rated effectiveness higher than feasibility. Higher qualifications, greater knowledge, and better preparation went hand in hand with higher ratings of effectiveness. The more stressed the support staff feel themselves to be, the less feasible they rate the measures. The results underline the necessity of employing well-trained pedagogical staff to supervise children with ADHD. A number of interventions can be identified that the support staff deem to be both effective and feasible, and that promise a high level of implementation in practice. At the same time, more attention should be given to potential obstacles to using recommended measures in training and further education.

Nurse-Led Intervention on Teachers’ Knowledge and Management of Pupils with Attention Deficit Hyperactivity Disorder in Primary Schools in Abeokuta, Ogun State

The objective of any educational system is to provide education for all learners with diverse needs and abilities to enable them to achieve their potential and subsequently contribute to society. Teachers are in a position to be the first to suspect that a child might have Attention Deficit Hyperactivity Disorder (ADHD) because they are with them for most of the day and they know how normal learners typically behave in classroom situations. One group pre-test post-test quasi-experimental study was employed for this study. The population comprised 42 teachers in the selected schools. Total enumeration was used for the study. A self-structured questionnaire was validated and used to collect data. The Cronbach Alpha reliability coefficient of the construct ranged from 0.741 to 0.808. Data collected were analyzed using descriptive and inferential statistics. The results showed 45.2% participants had low knowledge, 18.1% and 16.7% had moderate and high knowledge respectively at the pre-intervention stage while at the post-intervention stage, 14.3% had low knowledge score while 21.4% and 64.3% had moderate and high knowledge scores respectively. Also, at the pre-intervention stage of this study, it was found that 64.3% participants had a bad management score of ADHD while 35.7% had a good management score of ADHD. The result indicated that there is a non-significant difference in the post intervention knowledge and management of ADHD among the respondents as a p-value of 0.494 was recorded which is much greater than the alpha (α) p-value of 0.05. The study concluded that the role of teachers in the identification and management of ADHD cannot be overlooked. This shows that training and proper education of the teachers will go a long way in the management of attention deficit in the pupils. The study recommended that the management of ADHD should be included in educational programs. Also, there should be follow-up to monitor the progress of the teachers in the management of children with ADHD.

Effects of Parent-Teacher Training on Academic Performance and Parental Anxiety in School-Aged Children With Attention-Deficit/Hyperactivity Disorder: A Cluster Randomized Controlled Trial in Shanghai, China.

Attention-Deficit/Hyperactivity Disorder (ADHD) is the most common chronic neurodevelopmental disorder in childhood, placing a heavy burden on family and society. The treatment of school-aged children with ADHD emphasizes multimodal interventions, but most current research focuses solely on parent training and family functioning. The aim of this study was to examine the effect of parent-teacher training on academic performance and parental anxiety. In an open-label cluster randomized controlled trial from January 2018 to January 2019, 14 primary schools in Shanghai were randomly assigned into the intervention group and the control group, and ADHD screening was conducted for students from grades one to five. Children in both groups received medication as prescribe by their pediatricians. In the intervention group, families and teachers also received parent-teacher training. The training included ADHD behavioral interventions for parents, as well as classroom management skills for teachers. This study screened 9,295 students, 99 children in the control group and 105 children in the intervention group were included in the analysis. The intervention group demonstrated significant improvement in ADHD symptoms and academic performance and decreases in parent stress compared to that in the control group (P < 0.05). This training improved the parents’ perception of ADHD knowledge, treatment options, and drug side effects awareness (P < 0.05). Our study aims to underscore the suitability of such programs in the local nuances of the Chinese context, show application feasibility to pediatricians and psychiatrists, and provide supporting evidence for their utilization within the country’s health and educational systems.

Differences between Spanish students' and teaching professionals' knowledge of and attitudes toward ADHD—Does knowledge influence attitude?

AbstractThis study aims to analyze knowledge and attitudes toward attention‐deficit/hyperactivity disorder (ADHD) in university students (infant education, primary education, teaching, and psychology students) and teachers (elementary, primary and secondary school teachers, and university teachers). A total of 417 university students and 170 teachers took part in the study. All of the participants completed the Questionnaire for the Evaluation of Teachers' Knowledge of ADHD and a scale about specific attitudes toward ADHD. The results indicated differences in knowledge between the teachers and the university students but no differences in attitudes. Teachers had deeper knowledge about ADHD than the university students, with greater knowledge in the dimensions of Treatment and Symptoms/Diagnosis. Furthermore, the levels of knowledge predicted attitudes, reflecting the importance of more educational training programs (for students and professionals) providing information about ADHD.

Teaching assistants' facilitators and barriers to effective practice working with children with ADHD: a qualitative study

Attention‐deficit/hyperactivity disorder (ADHD) rates have increased in recent years, resulting in the need for more classroom support. In Wales, support for many pupils with ADHD is provided by the 16,157 teaching assistants (TAs) employed by local authorities. This qualitative study interviewed 15 primary school TAs to answer three questions concerning their feelings about their job, and the facilitators and barriers to their work with children with ADHD. Using thematic analysis, the researchers identified 10 themes: positive feelings, negative effects, a need for change, support, improvement over time, one‐to‐one relationship, lack of support, negativity towards ADHD, classroom environment, and poor knowledge and experience with ADHD. This study illustrates the TAs' love for their job and the importance of positive relationships. It also highlights a lack of support for TAs and negativity towards ADHD. Implications of the study and recommendations for the future are discussed.

Knowledge and Misperception of Attention Deficit Hyperactivity Disorder (ADHD) among the Primary School Teachers of Vadodara District, Gujarat, India

Background and Aim: Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most commonly diagnosed psychiatric disorders of childhood. Teachers can play a key role in identifying and supporting students with ADHD. In order to fulfill this important role, teachers must have explicit knowledge about ADHD. Teachers are seen as one of the most valuable sources of information concerning the referral and diagnosis of ADHD. They also have the responsibility for creating an environment conducive to academic, social, and emotional success for children with ADHD. This study was aimed at assessing the knowledge and misperceptions of ADHD of primary school teachers in the Vadodara district of Gujarat, India.&#x0D; Materials &amp; Methods: Total 491 school teachers participated in the study. The Knowledge of Attention Deficit Disorder Scale (KADDS) along with a demographic questionnaire was used as the survey instruments to collect data. Descriptive statistics and correlation tests were used to analyze the data.&#x0D; Result: Results indicated that teachers’ knowledge of ADHD was insufficient. A significant difference in knowledge was found between Urban &amp; Rural (0.00429); Gujarati &amp; English medium school teachers (p=0.0013); Government &amp; private school teachers (p=0.001).&#x0D; Conclusion: Lack of knowledge &amp; prevalence of misperception is obvious in primary school teachers who are the first responders of such patients (kids). Improving teachers’ standards &amp; understanding can help significantly in early diagnosis &amp; improving the outcome.

Attention deficit hyperactivity disorder: Training outcomes for Grade R teachers in an urban and semi-rural context

Background: Preschool learners with attention deficit hyperactivity disorder (ADHD) may develop problems with emergent literacy and more explicitly, phonological awareness necessary for the development of reading and writing. A need for support of Grade R teachers in inclusive schools was identified, and a programme developed. Aim: The main aim of this article is to report on the outcomes of a support programme for Grade R teachers on ADHD in two contexts within a specific school district. Setting: Participants were recruited from urban schools and township schools in a semi-rural context of a specific school district in Tshwane. Methods: The outcomes of this support programme was determined from data obtained with self-constructed questionnaires, which consisted of mainly closed-ended questions, supported by a limited number of open-ended questions. The quantitative data was statistically analysed and described, whereas the qualitative data was described through inductive analyses. Participants consisted of 44 teachers from semi-rural and 21 from urban, inclusive schools who attended the training workshops. Results: The results of the training indicated that urban teachers demonstrated better overall knowledge before the training. The post-training results indicated no statistically significant differences in knowledge after the training. Both groups benefitted from the programme. The rural participants showed more improvement as a result of the training. Conclusion: The participants from semi-rural schools benefitted more from the training, emphasising underlying inequalities in the education levels of the two groups. This research provided a starting point and needs to be expanded to facilitate Grade R teachers’ awareness and knowledge of ADHD.

Knowledge of attention-deficit hyperactivity disorder among the general public, parents, and primary school teachers.

We compared the knowledge of attention-deficit hyperactivity disorder (ADHD) among the general public, parents of children with ADHD, and primary school teachers and identified factors associated with ADHD knowledge in each group, separately.Secondary data analysis was made on the pre-lecture data from those (122 from the general public, 64 parents of children with ADHD, and 515 primary school teachers) attending education lectures by the Department of Public Health, New Taipei City Government, Taiwan, 2014.ADHD onset age was least known in these 3 groups. Knowledge of ADHD was significantly better among teachers (test score, 75.3%) than among parents (65.5%) and the general public (59.2%). Among the general public, the test score significantly decreased with age and was worst in those who did not know their friends or relatives with ADHD. Among parents, service workers, and retired/unemployed knew significantly less about ADHD than housewife did. Among teachers, men knew significantly less than women; those who taught children with ADHD knew significantly more than those who did not.Primary school teachers knew more about ADHD than parents and the general public. Factors associated with ADHD knowledge varied among the 3 groups.

Exploring Elementary Schoolteachers’ Perceptions of Attention Deficit Hyperactivity Disorder (ADHD) in Northern Jordan

The purpose of this study was to ascertain elementary schoolteachers' perceptions of attention deficit hyperactivity disorder (ADHD) in northern Jordan. This study utilized a descriptive cross-sectional research design using a self-reporting questionnaire to gather data from elementary schoolteachers in northern Jordan from February to June 2019. The results indicate that elementary schoolteachers in northern Jordan have negative perceptions regarding ADHD and its causes, treatment, and diagnosis. The lack of professional pre-service training and education about children's behavioral problems overall, but especially regarding ADHD knowledge and management of children with ADHD was found to be deficient among our sample of elementary schoolteachers. The pronounced lack of research on teacher management of ADHD in children in Jordan may have contributed to these findings. Structured educational and training programs addressing children with ADHD should be implemented to enhance teachers' knowledge about ADHD and to improve their role in helping the affected children and their families.

Pharmacists' knowledge, experiences and perceptions of treatments for attention-deficit/hyperactivity disorder.

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder that begins in childhood and often persists into adulthood. ADHD increases the risk of various negative impacts, and pharmacists are well positioned to address these issues in the community. This survey study aims to first identify pharmacists' ADHD knowledge gaps and experience with ADHD management and to second assess their preferences for continuing education and their experience with sleep-related issues in ADHD. A survey was sent to Part A Ontario pharmacists with active licenses who opted in to receive research-related emails (n = 6022). Descriptive statistics were used to analyze survey data, while free-form answers were pooled and evaluated for common themes and trends. A total of 238 complete responses were received. The average self-reported ADHD knowledge was 5.8 ± 1.96 on a 10-point scale. There was no correlation between the number of years of practice as a pharmacist, the number of working hours per week or the location of practice on pharmacists' self-reported knowledge scores. There was a significant difference in self-reported knowledge of ADHD between pharmacists who were not aware of the Canadian ADHD Resource Alliance (CADDRA) guidelines (5.1 ± 2.1) and those who refer to it for standard of care (7.1 ± 1.5). Almost all pharmacists (95%) indicated they could benefit from additional ADHD education, with a strong preference for "online continuing education modules" (81%). The majority of responders considered psychostimulant ADHD medication as the major possible contributor to sleep disturbances (47%) in ADHD, highlighting a need for further education on the inconclusive link between ADHD medication effects on sleep. The study results raise the concern that pharmacists may require additional ADHD education but also show the lack of awareness of available resources, such as the CADDRA guidelines. Can Pharm J (Ott) 2021;154:xx-xx.

Teacher Ratings of Acceptability of a Daily Report Card Intervention Prior to and During Implementation: Relations to Implementation Integrity and Student Outcomes

The goals of the study were to (a) examine teacher-reported acceptability of a daily report card (DRC) intervention for a student in their classroom prior to and during implementation; (b) examine factors that predict acceptability; and (c) explore the relations between teacher-reported acceptability, student and teacher characteristics prior to implementation, implementation integrity (treatment dose, adherence, and teacher competence), and student outcomes. Participants were 39 elementary school teachers and 39 students with or at risk of attention-deficit hyperactivity disorder (ADHD). Teachers were asked to implement the DRC for up to 16 weeks with consultation support provided by research team staff every other week. Teachers completed acceptability ratings about the DRC prior to and after two months of implementation. This multi-method assessment using correlation and regression analyses revealed that although acceptability ratings prior to implementation were related to teacher knowledge of ADHD, they were was not related to acceptability ratings during implementation, integrity, or student outcomes. Student’s initial positive response to the intervention (i.e., the magnitude of improvement in DRC target behaviors) was associated with higher acceptability ratings during the intervention. Greater increases in acceptability over time were associated with greater DRC dose (i.e., teacher compliance to procedures and longer DRC duration). Greater duration of implementation and responding appropriately to rule violations were associated with greater student achievement of DRC goals. Implications for interpreting acceptability ratings and for understanding factors related to implementation and outcomes are discussed.

Efficacy of Teachers’ In‐Service Training for Increasing Their Knowledge of Attention Deficit Hyperactivity Disorder in Eastern Region, Saudi Arabia

The study aimed to assess the effectiveness of a training programme in increasing teachers’ knowledge of Attention Deficit Hyperactivity Disorder (ADHD) in the Eastern Region of Saudi Arabia. The sample comprised 124 teachers from schools in the said region, and these teachers were divided into two groups: (1) experimental group with 62 teachers and (2) control group with 62 teachers. The quasi-experimental approach was employed for collecting data; the Cognitive Awareness Scale of ADHD (Melhem, 2020) was also employed. It consists of 37 items distributed into three domains, namely, general knowledge, characteristics and diagnosis and treatment. Results revealed that the effectiveness of the training programme in increasing teachers’ ADHD knowledge was in favour of the experimental group. Moreover, no statistically significant differences were observed in the increase of the levels of ADHD knowledge amongst the teachers in the experimental group due to the variable of teaching experience. That is, the levels of ADHD knowledge of teachers from the experimental group are the same according to their teaching experience. In sum, the training programme significantly increased the levels of ADHD knowledge of teachers from the experimental group. Moreover, educational institutions in Saudi Arabia should include ADHD training programmes in teacher-training curricula in Saudi Arabia.

Knowledge and Attitude of Primary School Teachers on Attention Deficit Hyperactivity Disorder

Background: Attention Deficit Hyperactivity disorder (ADHD) is one of the most common neuropsychiatric childhood behavioral disorders, affecting children. 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. International studies have revealed variable levels of knowledge and attitude among teachers regarding attention-deficit hyperactivity disorder (ADHD). We sought to assess teachers’ knowledge of and attitudes toward ADHD in Menya El-Qamh city, Sharkia governorate, Egypt. This study investigated Egyptian primary school teachers’ ADHD knowledge and their attitudes towards children with this condition. A standardized self-report questionnaire was completed by a convenience sample of 253 teachers recruited from 6 primary schools in Menya El-Qamh city, Sharkia governorate, Egypt. Aim of the study: Determine knowledge and attitude of primary school teachers regarding attention deficit hyper activity disorder (ADHD) and casting light on the correlation between demographic data of primary school teachers and their knowledge and attitude towards ADHD.Methods and Results: A standardized self-report questionnaire was completed by a convenience sample of 253 teachers recruited from 6 primary schools in Menya El-Qamh city, Egypt. Findings revealed a gap in teachers’ knowledge that extended across all aspects of ADHD causes, symptoms and different aspects of management. Teachers’ attitude towards children with ADHD was also lower than expected, where many misconceptions about the causes and management of ADHD have emerged. The almost absent formal and informal support of children with ADHD have contributed to these results. The findings stress the need for implementing special programs targeting school teachers and reforming pre-service teachers’ lecture to meet the needs of children with ADHD.

Schoolteachers' Knowledge of Attention-Deficit/Hyperactivity Disorder-Current Status and Effectiveness of Knowledge Improvement Program: A Randomized Controlled Trial.

Background: Adequately knowledgeable schoolteachers can play an essential role in early detection and proper treatment of children with attention-deficit/hyperactivity disorder (ADHD) at school. Objectives: To assess the schoolteachers’ knowledge of ADHD and to evaluate the effectiveness of the ADHD knowledge improvement program. Methods: A randomized controlled trial study design was followed on 100 primary school teachers from Abha City, Saudi Arabia. Teachers were randomly selected and allocated into trial and control groups. A self-administered questionnaire was used to evaluate teachers’ knowledge about ADHD. After the baseline assessment, participants in the trial group received a two-day ADHD knowledge improvement program. Teachers’ knowledge about ADHD was reassessed using the same questionnaire immediately after finishing the intervention program and after three months in both groups. Results: Only 16% and 22% of trial and control groups, respectively, showed adequate baseline knowledge about ADHD. Teachers’ main sources of information about ADHD were the internet (67%), friends (47%), TV (34%), and reading books (23%). Knowledge of teachers in the trial group significantly improved immediately after the intervention. After three months, these knowledge benefits slightly declined but remained more adequate than those of teachers in the control group. The logistic regression model revealed that being a participant in the trial group and of higher qualification were associated with significant improvement in teachers’ retained knowledge on ADHD (p < 0.001 and p = 0.050, respectively). Conclusions: The majority of male primary school teachers in Abha City, Saudi Arabia, have inadequate knowledge about ADHD. Applying a knowledge improvement program can substantially improve their knowledge of ADHD. Consideration should be given to the integration of ADHD knowledge improvement program into teachers’ educational programs.

‘Medicating my son to heal my wife and compromise with school’: paternal accounts of attention-deficit/hyperactivity disorder (ADHD) and medication in Hong Kong

ABSTRACT The diagnosis and medicalisation of children with attention-deficit/hyperactivity disorder (ADHD) has increased rapidly both in Hong Kong and worldwide. Prevailing research on parental perspectives on ADHD medication has a gender bias that reports mainly mothers’ perspectives. This article reports on an exploratory study investigating the lived experiences and perspectives of Chinese fathers of school-aged children diagnosed with ADHD on ADHD and medication. Investigation of fathers’ perspectives through a socio-cultural lens expands biomedically-based knowledge and understanding of ADHD, providing insights into the development of culturally-sensitive and gender-responsive family intervention for social workers and mental health professionals to assist parents in negotiating parenting issues concerning their children with ADHD.