Knowledge Of Attention Deficit Hyperactivity Disorder Research Articles

Effect of Attention Deficit Hyperactivity Disorder Knowledge Improvement Program on Male Primary School Teachers

Effect of Attention Deficit Hyperactivity Disorder Knowledge Improvement Program on Male Primary School Teachers

Knowledge on Children’s Attention Deficit Hyperactivity Disorder among School Teachers in Chitwan

Background: Attention deficit hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in children and adolescents. Children with ADHD are at risk for psychological, social and academic problems so that teacher’s knowledge on ADHD affects the child’s academic and psychological difficulties. Objective of this study was to identify the knowledge about ADHD in children among school teachers and identify association between knowledge and selected variables.
 Methods: We used descriptive and cross sectional research design. Structured self administered questionnaire was used to collect data. Total 9public and private schools wererandomly selected for study. Calculated sample size was 380. However, 328 teachers returned the questionnaire (response rate was 86%). Collected data were entered in SPSS for analysis. Descriptive and inferential statistics were used for analysis of data.
 Results: Among 328 teachers, 68.3% had inadequate knowledge while 31.7% had adequate knowledge on ADHD. Age and years of teaching were significantly associated with knowledge of ADHD, however, sex of the teachers and type of school were not associated with knowledge of ADHD.
 Conclusion: Knowledge of ADHD among school teachers is still inadequate which suggests the need for effective health education programme on ADHD for understanding and managing the behavioural and psychological problems caused by ADHD among school children.

A study on the intervention of children's attention deficit hyperactivity disorder based on the combination of medicine and education

Objective To explore the intervention effect of the combination of medicine and education on teachers and parents of children with attention deficit hyperactivity disorder (ADHD). Methods The students in Grade 1 to 3 of 6 public primary school (6~11 years old) were enrolled by stratified sampling method and randomly divided into the experimental group and the control group. All the students were screened for ADHD, and the children diagnosed with ADHD and their parents and teachers were enrolled into study as the research object. The children in the control group were given oral short-effect methylphenidate hydrochloride tablets and their parents underwent routine health education, while the parents and teachers in the experimental group were given both the routine health education and systematic training. Before and after training, the awareness rates of ADHD knowledge among parents and teachers were observed, and the clinical effects of two groups were compared. Results The control group included 71 children with ADHD, 71 pairs of parents and 31 teachers, while the experimental group included 68 children with ADHD, 68 pairs of parents and 34 teachers. The difference of general data between the two groups has no statistical significance (P>0.05). Before intervention, there was no significant difference in awareness rate of ADHD knowledge among teachers and parents in the two groups (P>0.05). After the intervention, the awareness rate of ADHD knowledge in teachers of the control group did not change obviously, while which in parents of the control group and the parents and teachers in the experimental group were significantly improved, and the improvement effect in the experimental group was significantly better than that of the control group (P<0.05). The scores of the SNAP-IV scale in both groups were significantly decreased, and the scores of the experimental group were significantly lower than those in the control group. The significant rate and total effective rates of the experimental group were significantly higher than those in the control group (P<0.05). Conclusion The intervention effect of combination of medicine and education on teachers and parents of children with ADHD is definite, which is worthy of further research. Key words: Attention deficit hyperactivity disorder; Children; Combination of medicine and education; Intervention effect

Saudi Arabian Pre-Service Special Education Teachers Knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD)

The current study aims at detecting the level of knowledge held by special education student teachers at Umm Al-Qura University with regard to Attention-Deficit/Hyperactivity Disorder (ADHD), and comparing their level of knowledge of (ADHD) according to variables: Gender (male or female), track or specialty (special education ,mental disability, learning disabilities, hearing disability, behavioral disorders and Behavioral Disorders and Autism), school year or university level (first year, second year, third year, and fourth year). The sample of the study consists of (682) students who were selected randomly from the Department of Special Education at Umm Al-Qura University in Makkah in the Kingdom of Saudi Arabia for the academic year (1437H-1438H), and SPSS was applied for data analysis. The results showed that Saudi Arabian Pre-Service Special Education Teachers&amp;rsquo; overall knowledge is high (64.2%). The correct rate of knowledge of ADHD was (93.0 %) and (86.8) (&amp;lsquo;high&amp;rsquo;), respectively. As for the sex differences were in favor of females, as for year and track or specialty variables, Pairwise Multiple Comparisons Post Hoc Test using LSD method. Implications of the study results are discussed, and recommendations are presented.

Barriers and facilitators to understanding of ADHD in primary care: a mixed-method systematic review

Attention deficit hyperactivity disorder (ADHD) is a developmental disorder affecting up to 5% of children and adults and is underdiagnosed in many European countries. The process of access to care for this disorder is complex and variable across countries. In general, those affected, or their caregiver, will seek help through their primary care practitioners who are then often responsible for referral to other professionals for diagnosis and provision of treatment. Previous studies have highlighted that many barriers to recognition exist in primary care settings (such as misconceptions, lack of education or lack of resources), preventing access to care for this population and potentially affecting diagnosis rate. This systematic review aims to establish the barriers and facilitators with regard to attitudes, beliefs and experiences of ADHD within primary care. Electronic searches of multiple databases identified 3898 articles of which 48 met our inclusion criteria—primary care professionals from any country, understanding, knowledge, awareness, attitude and recognition of ADHD. Four main themes were identified: (1) need for education, (2) misconceptions and stigma, (3) constraints with recognition, management and treatment, and (4) multidisciplinary approach. The findings suggest many interacting factors are at play in the recognition of ADHD by primary care practitioners with a strong recurring theme of a significant need for better education on ADHD. Implications for research and practice are discussed, suggesting that educational interventions for primary care practitioners could improve the recognition of ADHD in this setting.

Education professionals’ attitudes towards the inclusion of children with ADHD: the role of knowledge and stigma

Attitudes play a pivotal role in the inclusion of children with Attention Deficit/Hyperactivity Disorder (ADHD) in mainstream schools but little is known about factors that influence these. This study investigated the effect of ADHD knowledge and stigma on professionals attitudes towards mainstream inclusion. Teachers, support staff, school managers and educational psychologists completed questionnaires assessing ADHD knowledge, stigma and attitudes towards inclusion. Psychologists displayed more knowledge, had less stigmatising beliefs and more inclusive attitudes than other professions. Regression analyses revealed those with more knowledge of ADHD and less stigma held more positive attitudes towards mainstream inclusion. Results have implications for how to promote inclusive beliefs about ADHD.

The role of parental stress and knowledge of condition on incidences of bullying and ostracism among children with ADHD

ABSTRACTThis investigation explored the relation between parental stress and knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD) on bullying and ostracism in children. Children diagnosed with ADHD have been shown to be more likely to be bullied than peers as well as being ostracized (Bastien, 2013; Fogleman et al., 2016; Taylor et al., 2010). Decreased parental stress and greater knowledge of ADHD are hypothesized to be associated with reduced reports of bullying and ostracism. Participants (n = 29) completed measures assessing parental stress, knowledge of condition, and measures of victimization. Significant relationships were found among markers of parental stress and child’s severity of inattention and hyperactivity. Parents of children who reported increased victimization were more likely to report increased parental stress. Finally, knowledge of ADHD was associated with reductions in incidences of being bullied and ostracized. Implications for practice and practitioners are discussed.

Updated European Consensus Statement on diagnosis and treatment of adult ADHD

Background Attention-deficit/hyperactivity disorder (ADHD) is among the most common psychiatric disorders of childhood that often persists into adulthood and old age. Yet ADHD is currently underdiagnosed and undertreated in many European countries, leading to chronicity of symptoms and impairment, due to lack of, or ineffective treatment, and higher costs of illness.Methods The European Network Adult ADHD and the Section for Neurodevelopmental Disorders Across the Lifespan (NDAL) of the European Psychiatric Association (EPA), aim to increase awareness and knowledge of adult ADHD in and outside Europe. This Updated European Consensus Statement aims to support clinicians with research evidence and clinical experience from 63 experts of European and other countries in which ADHD in adults is recognized and treated.Results Besides reviewing the latest research on prevalence, persistence, genetics and neurobiology of ADHD, three major questions are addressed: (1) What is the clinical picture of ADHD in adults? (2) How should ADHD be properly diagnosed in adults? (3) How should adult ADHDbe effectively treated?Conclusions ADHD often presents as a lifelong impairing condition. The stigma surrounding ADHD, mainly due to lack of knowledge, increases the suffering of patients. Education on the lifespan perspective, diagnostic assessment, and treatment of ADHD must increase for students of general and mental health, and for psychiatry professionals. Instruments for screening and diagnosis of ADHD in adults are available, as are effective evidence-based treatments for ADHD and its negative outcomes. More research is needed on gender differences, and in older adults with ADHD.

Effect of Educational Program on Elementary School Teachers’ Knowledge, Attitude, and Classroom Management Techniques Regards Attention Deficit Hyperactivity Disorder

Background: Attention deficit hyperactivity disorder (ADHD) is the most common neurobehavioral disorder of childhood and can profoundly affect the academic achievement, well-being, and social interactions of children. Teachers play an important role in the diagnosis of ADHD because of their daily contact with students in a range of pertinent situations. Aim of the study: Evaluate the effect of educational program on knowledge, attitude and classroom management technique among elementary school teachers in Hail City towards attention deficit hyperactivity disorder. A quasi-experimental design was used to conduct the current study in four Saudi elementary school in Hail City (2 females &amp; 2 males elementary school) during the period from March 2018 to May 2018. Subjects: A sample of convenience of 95 teachers working in the previously elementary school. Tools: One tool were utilized for data collection, Self-administrated Questionnaire: The tool was divided into four parts, I) personal characteristics of studied sample, II) the knowledge of Attention Deficit Disorders Scale (KADDS), III) Teachers’ beliefs about and attitudes toward ADHD, and IV) Perception of classroom management techniques. Results: Findings showed that mean score regarding ADHD knowledge, attitude, and classroom management technique were significantly higher after than before program with highly significant association between knowledge, attitude, and classroom management technique. Conclusion: ADHD educational program was effective in improving teachers’ knowledge, attitude, and classroom management technique. Recommendation: The results indicated the need to increase awareness about ADHD and importance of adopting classroom management technique in order to deal with ADHD children through health education programs to teachers were needed.

Canadian parents and children’s knowledge of ADHD

ABSTRACTThe present study examined attention-deficit/hyperactivity disorder (ADHD) knowledge of children with ADHD and their parents. Given the important role that parents play in advocating for their children, a better understanding of their knowledge of ADHD is critical. Additionally, understanding what children with ADHD themselves know about the disorder may provide insight into how best to support this vulnerable population. As such, 29 children with ADHD and their parents completed questionnaires measuring their ADHD knowledge across 3 areas: ADHD symptoms, treatment and general knowledge. Results found parents to be most knowledgeable in the area of ADHD symptoms and least in general information. Encouragingly, children with ADHD were found to have generally good knowledge regarding ADHD and, more importantly, reported positive attitudes regarding receiving help from their parents and teachers to manage their ADHD symptoms. These results have implications for individuals providing ADHD education to parents and children and, more specifically, may provide insight into specific areas of misconception.

Primary School Teacher’s knowledge towards Attention Deficit/Hyperactivity Disorder (ADHD) and its associated factors in Nekemte town, Oromiya Region, Western Ethiopia

The work of the teacher becomes much more demanding when some learners have Attention-Deficit/Hyperactivity Disorder (ADHD), as their problems with attention span, impulse control and activity level frequently interfere with activities in the classroom and socially. This study revealed the teachers good knowledge about ADHD but about 43.7% of primary school teachers had poor knowledge. The objective of the study was to assess the primary school teacher’s knowledge and misconceptions of ADHD and associated factors in Nekemte Town, Oromiya region Western Ethiopia. This study was conducted in Nekemte full Cycle Primary Schools. Nekemte Town, the capital city of East Wollega zone is found 331 km from the capital Addis Ababa to the West. There are 10 government and 20 private full cycle primary schools in the town. Institution based descriptive cross-sectional study were applied. All primary teachers in the selected schools and fulfilling the inclusion criteria were included in this study. Non probability convenience sampling technique was utilized to recruit study participants. The period of the study is from December 2015 to January 2016. The collected data were entered into computer using Epi data version 3.5 and analyzed using SPSS for Windows version 21.0. The Binary logistic regression was fitted to assess possible association and the strength of association was measured using odds ratio with 95% CI. The P&lt;0.05 were considered as statistically significant. The results of the study showed that among 206 primary school teachers majority were in the age group of &lt;=40years of age (62.6%) were 50.5 % are female. Most of the participants are teaching general education (96.6%) and 3.4% were teaching special education. For the 41 items knowledge score was computed and the mean value of 15.4 and standard deviation of 6.9 was calculated. Accordingly 15 score was used to categorize the knowledge level of the study participants. Based on the mean value 56.4 % of study participants have good knowledge and the rest participants have poor or inadequate knowledge. Binary logistic analysis showed no association between knowledge and socio-demographic variables. Lack of reading any books [AOR=1.96; CI 0.60-6.44; p-value=0.26], lack of reading any articles [AOR=1.24, 95% CI= 0.31-4.95; p-value= 0.76], lack of reading any pamphlet [AOR=1.99; 95% CI= 0.52-7.57; p-value=0.31], lack of television watching [AOR=0.73; 95% CI= 0.35-1.54; p-value=0.42],lack of internet browsing [AOR=0.21; 95% CI= 0.04-1.04; p-value=0.05]. were the most important predictors found associated with primary school teacher’s knowledge and misconceptions in this study about ADHD.Keywords: Attention Deficit Hyperactivity Disorder Knowledge primary school teacher Western Ethiopia Nekemte

Are Teachers Ready? Preservice Teacher Knowledge of Classroom Management and ADHD

It is well documented that teachers feel unprepared to handle classroom management challenges in their classrooms. This lack of preparedness in classroom management, specifically for students with mental health concerns, is one of the leading reasons for teacher attrition. Yet, little is known about what teachers know about classroom management strategies and children’s mental health difficulties upon entering the classroom. The present study seeks to understand preservice teachers’ knowledge of classroom management strategies and attention-deficit/hyperactivity disorder (ADHD) in the United States. Participants were preservice teachers (n = 107; 95.3% female; 75.4% Hispanic) about to enter their student teaching internship. Teachers’ accurate knowledge of classroom management strategies, accurate knowledge of ADHD, misperceptions of ADHD, and lack of knowledge of ADHD were investigated and related to teacher characteristics (i.e., hours of professional development) and sense of efficacy. Teacher knowledge of classroom management stategies, attention-deficit/hyperactivity disorder (ADHD), and sense of efficacy were evaluated using self-report measures. Overall, preservice teachers achieved 60.7% accuracy on the measure of classroom management strategies and 49% accuracy on the knowledge of ADHD measure. There were no associations between teachers’ knowledge of ADHD or classroom management strategies and teacher efficacy or characteristics. The results of this study reveal large gaps in preservice teachers’ knowledge of ADHD and classroom management strategies. Implications for teacher training programs are discussed.

التحدیات التی تواجه معلمی التلامیذ الذین لدیهم اضطراب نقص الانتباه والنشاط الحرکی الزائد فی ضوء بعض المتغیرات Challenges that Face Teachers with Students with Attention Deficit/Hyperactivity Disorder in the Light of Some Variables

هدفت الدراسة الحالية إلى معرفة التحديات التي تواجه معلمين التلاميذ الذين لديهم اضطراب نقص الانتباه والنشاط الحرکي الزائد. وقياس أثر المتغيرات (الجنس، الوظيفة الحالية، سنوات الخبرة، الدورات التدريبية) في التحديات التي تواجههم. ولتحقيق ذلک تم استخدام المنهج الوصفي، وصممت استبانة خاصة لجمع البيانات من عينة الدراسة المکونة من (143) معلما في المدارس الابتدائية للبنين والبنات التي تطبق فيها برامج خاصة باضطراب فرط الحرکة وتشتت الانتباه، في مدينة الرياض. وتوصلت الدراسة إلى أن المعلمين يواجهون بدرجة عالية تحديات متعلقة بالمعرفة باضطراب نقص الانتباه والنشاط الحرکي الزائد، وکذلک في تعليم التلاميذ الذين لديهم هذا الاضطراب وإدارة سلوکهم. إضافة إلى أن المتغيرات التي يوجد فيها فروق دالة إحصائية هو: متغير الجنس، لصالح المعلمات. ومتغير سنوات الخبرة لصالح من لديهم خبرة أکثر. The present study aimed to identifying the most important challenges facing teachers with students with attention deficit/hyperactivity disorder (ADHD). As well as measuring impact of variables (gender, current position, years of experience, training courses) on the challenges facing them. To achieve this, the descriptive approach was used, and a special questionnaire was designed to collect data. The sample study consisted of (143) teachers in elementary schools for boys and girls in which programs of ADHD were applied in Riyadh city. The results of the study indicated that teachers face a high level of challenges related to knowledge of ADHD as well as teaching and managing the behavior of students with this disorder. It also found that the variable in which there was statistical difference: the gender variable for the benefit of female teachers, and the variable of years of experience for the benefit of who have more experience.

The Prevalence of ADHD Patients among Pediatric Dentists in Israel and Knowledge of Dental and Behavioral Aspects of Treating Them.

There are no clear guidelines for managing the dental treatment of children with attention deficit hyperactivity disorder (ADHD). The use of sedation in combination with chronic ADHD medication use is also not well defined. This study surveyed the prevalence of ADHD children, management techniques and knowledge of pharmacologic therapies of these children among Israeli dentists. A specially designed questionnaire was distributed to all Israeli dentists attending a national conference in 2016. Of the 160 dentists who attended the conference, 96 completed the survey (60% response rate), and they included 46 (51%) pediatric dental specialists and 50 (49%) general dental practitioners. The medications Ritalin and Concerta were most familiar to the respondents (98.9%). Eighty-seven (91.1%) of the practitioners responded that their ADHD patients take their usual doses of any drug for treating ADHD symptoms, regardless of whether or not the dentists intended to use sedatives. The practitioners invented their own behavior management techniques with varying degrees of success. There are no specific guidelines for the most effective pharmacologic protocol (co-administration of ADHD drugs and dental sedatives) or behavior management techniques for the provision of optimal dental care to children with ADHD.

Elementary school teachers' knowledge of attention deficit/hyperactivity disorder.

Background:Teachers are often the first ones to suspect attention deficit/hyperactivity disorder (ADHD) in their students, because they are with them for most of the day and they know how normal students typically behave in classroom situations. The aim of this study is to assess the teachers’ level of knowledge of ADHD and identify some factors affecting that knowledge.Methods:It is a cross-sectional study conducted among male and female elementary governmental schools in Madina city during the year 2017/1438. A pre-validated and translated self-administered questionnaire is used in data collection. It includes demographical questionnaire and the Knowledge of Attention Deficit Disorder Scale.Results:The study included 416 teachers. Their age ranged between 22 and 66 years. The average percentage of knowledge regarding ADHD general information, symptoms/diagnosis, and treatment were 41.6 ± 15.1, 41.7 ± 15, and 30.7 ± 16.6, respectively. The average percentage of overall knowledge score regarding ADHD was 38 ± 11.3. Only experience in teaching (P = 0.042) and previous experience with a child with ADHD (P < 0.001) were significantly associated with teachers’ knowledge regarding ADHD general information. Special need teachers had the highest score of knowledge regarding ADHD symptoms (mean rank was 283.7), P = 0.013, and they had the highest score of knowledge regarding ADHD treatment (mean rank was 261.9), P = 0.032. Teachers who reported previous experience with a child with ADHD expressed higher level of overall knowledge regarding ADHD, P < 0.001.Conclusions:The knowledge regarding ADHD among elementary school teachers in Madina is suboptimal, particularly regarding treatment.

Korean Pre-Service Teachers’ Knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD): A Comparison with the German Sample

The aim of this study was to investigate Korean pre-service teachers’ knowledge of ADHD and to compare it with a previous German study (Lee, Lammers, & Witruk, 2015). Pre-service teachers’ characteristics (e.g. demographics and ADHD-related experiences) were compared by differentiating between their sub-groups. In total, 441 pre-service teachers participated in this study. Data collection took place from January to March in 2015, and SPSS 22.0 was applied for data analysis. The results showed that Korean pre-service teachers’ overall knowledge is rather low (42.28%). They are highly aware of ADHD characteristics (e.g. Students from any walk of life have ADHD; correct answer: true; accuracy: 79.8%), but lack knowledge of the cause of ADHD (e.g. Family dysfunction can increase the likelihood that a student will be diagnosed with ADHD; correct answer: true; inaccuracy: 68.9%), and have less knowledge of the prevalence of ADHD (e.g. Approximately 5% Korean school-aged students have ADHD; correct answer: true; no information rate: 56.7%). Moreover, their level of knowledge differs depending on ADHD-related experiences (e.g. whether training on ADHD has been provided in university). When compared with German pre-service teachers’ situation, the results of this research were remarkably similar to those from the Korean pre-service teachers’ sample. In conclusion, this study emphasized the importance of ADHD-related experiences, which can be a positive outlook on how to improve pre-service teachers’ accurate knowledge of ADHD. The more such experiences pre-service teachers have, the higher the level of their knowledge of ADHD will be. These experiences can help pre-service teachers to successfully prepare themselves to manage students with ADHD in the future. Keywords: knowledge of ADHD, pre-service teachers, Korea, Germany. DOI: http://dx.doi.org/10.15823/up.2017.04

Knowledge of kindergarten and elementary school teachers regarding attention deficit hyperactivity disorder at Qassim region

Background: Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common mental disorders that manifest among children. Despite the fact that the teacher’s role is essential in the assessment and management of pupils with ADHD and the recommendation of participation of teachers for the success and efficiency of diagnoses and treatment, the vast majority of teachers have neither understanding nor knowledge of ADHD. Objectives: The current study explores the kindergarten and elementary school teachers’ knowledge regarding early detection and management of ADHD. Methods: Cross sectional survey using stratified random sampling technique was carried out in governmental and private elementary and Kindergarten schools in four cities of Qassim region, Saudi Arabia. Results: The study included 1095 teachers, 711 (59.3%) did not get information about ADHD during undergraduate studies. Teachers’ overall ADHD knowledge mean was 21.7+5.5 out of 38 marks. Teachers with high qualification degree and kindergarten specialty scored 56.4% and 60.2% respectively. Teachers who attended conferences related to ADHD scored 64.5%, while teachers who read about ADHD or have been ever asked to diagnose/teach an ADHD student had 59.4% and 62.1% respectively. The level of ADHD knowledge perception showed that 76% of teachers were knowledgeable in relation to overall perception about ADHD. Conclusion: Teachers who have higher qualifications or training in identifying ADHD children scored higher in our study.

Greek teachers' knowledge about attention deficit hyperactivity disorder

Attention deficit hyperactivity disorder (ADHD) is a neurobiological disorder, which affects about 5.2% of school-aged children worldwide. Children with ADHD present teachers with a special challenge, since they interfere with teaching process and do not respond to typical classroom management techniques. In order to meet this challenge teachers must have accurate, up-to-date, information about the disorder so that they can respond to the needs of the student with ADHD. Studies that have examined teachers' beliefs and knowledge relating to ADHD highlighted the need for providing training to increase Greek teachers' knowledge and understanding of the disorder. Thus, the aims of the present study were: (a) to develop and evaluate brief ADHD training seminar for teachers; and (b) to investigate whether the training format (half-day versus two-day seminar) would have a differential effect on teachers' knowledge about ADHD. A total of 143 teachers formed the two sample groups; Group 1 (n=68) attended a half-day training (5 hours), and Group 2 (n=75) a two-day training (18 hours). Seminar topics included: (a) gaining basic knowledge about the symptoms, causes and natural history of ADHD, (b) understanding the key underlying cognitive deficits of the disorder and their impact on learning and behavior, (c) implementation of specific learning strategies for children with ADHD, (d) benefits and limitations of existing treatment approaches including the pharmacological treatment, and (e) available instruments for teachers that could inform their decision to refer the student to CAMHS for an assessment. A self-report ADHD Knowledge Questionnaire (ADHD-KQ), which covers four domains (clinical presentation, causes, cognitive deficits, interventions) was developed for the purpose of the present study, and was administered pre- and post-seminar. Teachers were generally knowledgeable about clinical presentation of ADHD, with more than 80% of the sample responding correctly to items pertaining to core symptoms. The internal consistency of the total ADHD-KQ scale measured by Cronbach's alpha coefficient was found to be good (0.89). The alpha coefficients for the sub-scales were acceptable (0.70 for the Symptoms/Diagnosis sub-scale, 0.73 for the Cognitive Deficits sub-scale, and 0.75 for the Intervention sub-scale), except for the Causes sub-scale, which was poor (0.59). In addition, each of the sub-scales showed a significant correlation with the total scales score (range r=0.66 to r=0.79), and there also was significant correlation between the four sub-scales (range r=0.39 to r=0.45). As expected, gaps in knowledge were identified, particularly in the area of causes, pharmacological treatment and cognitive deficits associated with ADHD. The results, using paired samples t tests, showed a highly significant increase in ADHD-KQ total and all sub-scale scores in both groups (p<0.001), indicating an overall improved knowledge about ADHD irrespective of the training format, i.e. half-day versus two-day training seminar. One-way MANOVA revealed significant difference between the two training seminars in mean pre-post difference sub-scale scores considered simultaneously. Subsequent univariate tests of between-subjects effects revealed that the group (training format) had a statistically significant effect on ADHD knowledge of symptoms sub-scale only [F(1,141)=10.46, p<0.01], with those who participated in the two-day training seminar having significantly higher mean pre-post difference scores as compared to teachers who attended the half-day training seminar (p<0.01). The present findings merit replication and, if confirmed in larger samples, have important implications for undergraduate curriculum development and training of practicing teachers, so that to overcome specific knowledge gaps and misconceptions with regards to ADHD. Future study should incorporate the use of classroom interventions and teaching strategies for students with ADHD, before and after brief training seminar, for a more thorough evaluation of its effectiveness.

Conocimientos sobre TDAH de los docentes de primaria de colegios públicos de Sabaneta, Antioquia

ObjectivesThe present research aims to describe the knowledge of elementary school teachers about attention deficit hyperactivity disorder (ADHD) through interviews about general information, symptoms/diagnosis and treatment, in addition to perceived self-efficacy. MethodsA descriptive cross-sectional population study was carried out, involving 62 teachers from public schools in the municipality of Sabaneta. The teachers were evaluated by the Spanish adaptation of the Knowledge of Attention Deficit Hyperactivity Disorder (KADDS), an estimation scale composed of 36 items of three alternative answers (true, false and I do not know). ResultsTeachers correctly answered a little less than half of the items in the total questionnaire (48.52%). Specifically, it was in the subscale of dymptoms/diagnosis in which they presented more hits with 69.35%, followed by the treatment subscale (45.30%), and finally the general information (38.60%). ConclusionsAccording to the data obtained, the need for interventions on the subject is confirmed, so that this is reflected in new teaching techniques that facilitate the learning and development of children with the disorder.

Cross-National Comparisons of Teachers’ Knowledge and Misconceptions of ADHD

Attention-deficit/hyperactivity disorder (ADHD) is among the most prevalent disorders of childhood and adolescence worldwide. Teachers are likely to play an important role in multiple stages of the help-seeking process (e.g., problem recognition) for children with ADHD. This study examined the relationship of prior exposure and ADHD training with teachers’ knowledge and misconceptions of the disorder in a multinational sample. Teachers ( N = 2,307) from 9 countries (Czech Republic, Germany, Greece, Iraq, the Republic of Korea, Saudi Arabia, South Africa, United States, and Vietnam) completed measures of ADHD knowledge, prior exposure, and education or training related to ADHD. There was considerable variability in overall levels of knowledge and specific misconceptions across the countries sampled. Although the predictors of ADHD knowledge varied considerably across countries, some form of professional training and prior exposure to ADHD was associated with greater knowledge in the majority of countries. Implications for teacher training and the role teachers can play in the help-seeking process are discussed.