Knowledge Of Attention Deficit Hyperactivity Disorder Research Articles

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.

Knowledge of attention/deficit hyperactivity disorder (ADHD) – a comparison of pre-service teachers in primary and special education in Germany

&lt;b&gt;Background&lt;/b&gt;&lt;br /&gt; Given that the majority of children with attention deficit hyperactivity disorder (ADHD) attend regular classroom settings in Germany, it is necessary for teachers to be well prepared to provide these children appropriate care and education on the basis of accurate knowledge of ADHD. Pre-service teachers should have enough learning possibilities in their curriculum about ADHD. The purpose of this study was to investigate German pre-service teachers’ knowledge of ADHD by differentiating between their future school type, their study progress, their learning experiences, gender, and age.&lt;br /&gt; &lt;br /&gt; &lt;b&gt;Participants and procedure&lt;/b&gt;&lt;br /&gt; The participants were 234 pre-service teachers of the University of Leipzig, Germany. The survey instrument constructed by Lee (2015) was slightly modified for pre-service teachers, and consists of the three subscales: (a) characteristics of ADHD, (b) causes of ADHD, and (c) subtypes of ADHD.&lt;br /&gt; &lt;br /&gt; &lt;b&gt;Results&lt;/b&gt;&lt;br /&gt; Total accuracy of the knowledge of German pre-service teachers was 51.60%, inaccuracy was 21.60%, and no information was 25.80%. German pre-service teachers who majored in special education have a significantly higher accuracy rate than those who majored in primary education. The knowledge profiles consisting of total knowledge score and three domain-specific subscores can be explained significantly (ANOVAs) by the main effects and the interactions among the independent factors (a) future school type, (b) study progress, (c) experience by curriculum, and (d) personal experience. It was possible to discriminate significantly four pre-service teacher groups (differentiated by future school type and study progress) on the basis of their knowledge profiles by a discriminant analysis.&lt;br /&gt; &lt;br /&gt; &lt;b&gt;Conclusions&lt;/b&gt;&lt;br /&gt; Teachers are an important target group for ADHD research because they play a major role in early diagnosis of ADHD as well as supporting their development. During their education, pre-service teachers need to be prepared for dealing appropriately with ADHD children in the classroom. This study provides a basic investigation of German pre-service teachers’ needs of learning how to deal with ADHD children.

The Impact of an educational intervention on knowledge of attention-deficit hyperactivity disorder among primary school teachers in Lagos Nigeria

Objective: Primary school teachers have been identified as important partners in the prompt recognition, referral and management of children with ADHD. However their capacity to function in these roles is hinged on their extent of knowledge about ADHD. Furthermore teachers' knowledge about ADHD may influence the education and clinical outcomes of children with ADHD. This study assessed the impact of an educational intervention program on knowledge about ADHD among primary school teachers in Lagos, Nigeria.&#x0D; Method: An experimental study of the impact of a brief educational intervention on ADHD literacy among primary school teachers (n=144) in Lagos, Nigeria. At baseline, knowledge about symptoms and treatment of ADHD was elicited with a vignette-based questionnaire. The intervention consisted of the administration of an educational leaflet about ADHD, designed by the American Academy of Child and Adolescent Psychiatry. One week post-intervention, the baseline assessments were repeated.&#x0D; Results: At baseline, 92.4% of the teachers could not recognise features of ADHD. The majority were also unaware of the role of teachers, medications and psychological interventions in the management of children with ADHD. Post-intervention, significantly greater number of respondents compared with baseline (88.0% vs. 7.6%) correctly identified symptoms of ADHD (p&lt;0.005), and agreed that ADHD could be successfully managed with medications (63.2% vs. 9.0%; p&lt;0.005) and psychological treatment (79.2% vs. 16.7%; p&lt;0.005).&#x0D; Conclusion: A simple low-cost educational intervention is effective in improving knowledge about ADHD among primary school teachers in the shortterm. Further research is required to evaluate the impact of this intervention in the long term.

Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder: Knowledge and Attitude of Family Medicine Residents in Turkey

Autism Spectrum Disorder ( ASD ) and Attention Deficit Hyperactivity Disorder (ADHD ) are neuro-devolepmental disorders which prevalence are increasing rapidly all over the world and in our country in recent years. Both disorders diagnosed at an early stage in the case of children studying in the same environment with their peers and have the opportunity to participate in social life. Primary health care services are most appropriate places to identify the children at high risk and follow-up them. Family physician to be equipped in this neurodevelopmental disorders and should refer them. This study aims to determine The Family Physician Resident’s Knowledge and Attitudes of Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorders. The survey form have three part; (1) AHAs Information Form, (2) AHAs OSB Knowledge and Attitudes Scale ( Rahbar ) and ( 3) AHAs ADHD Knowledge and Attitudes Scale ( Ghanizadeh ) . OSB scale consisting of fifteen five-point Likert questions and ADHD scale consist binary twenty items. Volunaty 313 Family Medicine Resident participate the study form nine cities in Turkey. Descriptive statistics has made with Statistical Package for Social Sciences (SPSS) 21.0 software. A statistically significant result regarding gender, age and the period since graduation from medical faculty was found between the knowledge and attitude level about ADHD/ASD. A statistically significant difference in ASD knowledge levels was found between genders (0.04) has been found. The mean score for knowledge levels of female FMRs (6,4) was higher than that of male FMRs (5,5). When the relation between the ages and ASD knowledge levels of FMRs was examined, the statistically significant difference (0.03) between FMRs at 26 years of age and less and 35 years of age and over indicates that the ASD knowledge levels of FMRs at 35 years of age and over is lower. When the period since graduation from medical faculty of FMRs examined, a statistically (P-value 0.09) significant difference ADHD knowledge and attitudes between the earliest graduates (49+ months) with graduated 13-48 months ago. It is suggested that an interdisciplinary approach should be adopted, child developers with a bachelor’s degree should be appointed at FMCs and policy makers should attach priority to this topic.

How teachers′ knowledge of attention deficit hyperactivity disorder makes difference in doctors′ diagnostic decisions and management?

Objective: The teacher's knowledge plays a key role in the process of assessing, screening, and diagnosing attention deficit hyperactivity disorder. This was a cross-sectional study aimed at surveying teachers' knowledge about attention-deficit hyperactivity disorder, one of the most prevailing neurodevelopmental disorders. Materials and Methods: One hundred and thirteen female elementary school teachers were randomly chosen from six regular female public and private schools in Al-Khobar in the Eastern Province of Saudi Arabia. They completed a self-reported questionnaire on their general factual knowledge of the nature of attention-deficit hyperactivity disorder, and the management action knowledge of the condition. Factors which might affect their knowledge were also examined. Results: About 48.7% of the total sample had adequate factual knowledge, but only 27 (23.9%) showed adequate action knowledge about how to deal with attention-deficit hyperactivity disorder. Teachers' knowledge of attention-deficit hyperactivity disorder (factual and action) was not significantly correlated with their years of experience, level of education (qualification) and duration of training in educational methodology. Conclusion: It was concluded that teachers in female primary schools had inadequate knowledge about attention-deficit hyperactivity disorder. Implications and recommendation for health and educational professional are outlined.

Knowledge of and Attitude towards Attention-deficit Hyperactivity Disorder among Primary School Teachers in Jordan

International studies have revealed variable levels of knowledge and attitudes among teachers regarding attention-deficit hyperactivity disorder (ADHD). This study investigated Jordanian teachers' ADHD knowledge and their attitudes towards children with this condition. A standardised self-report questionnaire was completed by a convenience sample of 130 teachers recruited from 13 primary schools in Zarqa city, Jordan. Findings revealed a gap in teachers' knowledge that extended across all aspects of ADHD causes and 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 lack of pre-service teachers' training on ADHD, the dearth of studies on the condition, and the almost absent formal and informal support of children with ADHD have contributed to these results. The findings stress the need for implementing special programmes targeting school teachers and reforming pre-service teachers' training to meet the needs of children with ADHD.

Predictors of teachers’ intention to refer students with ADHD to mental health professionals: Comparison of U.S. and South Korea.

A teacher's intention to refer students to mental health professionals is important to the early identification of attention-deficit/hyperactivity disorder (ADHD) and prevention of further problems. The theory of planned behavior (TPB) was used to determine the strongest belief-related predictors of a teacher's intentions to refer students with ADHD symptoms to a mental health professional in the U.S. and South Korea. Perceived stigma and knowledge of ADHD were additional predictors in examining the role of culture in a teacher's perceptions of the public's stigma toward ADHD and a teachers' knowledge of ADHD. Cross-cultural differences exist. U.S. teachers' (n = 235) intentions to refer were predicted by all TPB variables (i.e., attitudes about referral, beliefs about whether important others would approve of making a referral, and perceived behavioral control in making a referral). However, among South Korean teachers (n = 144), behavioral control and perceived stigma were the only predictors. The results imply the importance of considering the cultural context in understanding a teacher's referral behaviors.

The Current and Ideal State of Mental Health Training: Pediatric Program Director Perspectives

ObjectiveTo assess pediatric residency program director (PD) perceptions of the current state of mental health (MH) training, their receptivity to curricular changes, and perceptions of their residents' knowledge and skills in MH care. MethodsWe performed a cross-sectional study utilizing a Web-based survey of pediatric residency PDs to assess program characteristics, learning modalities PDs currently had or would implement, and their knowledge of the new American Academy of Pediatrics' MH competencies. PDs then ranked their residents' knowledge and skills for 29 MH competencies. Analyses included descriptive statistics and bivariate and multivariate analyses to assess for associations between variables, particularly MH model of care and perceived competence. ResultsNinety-nine PDs (51%) responded. A total of 87% of PDs reported that MH care was taught as part of another rotation, yet PDs were receptive to curricular changes. Only 45% of PDs were aware of the 2009 American Academy of Pediatrics competencies, and PDs infrequently rated their residents' MH skills and knowledge to be above average. Attention-deficit/hyperactivity disorder (ADHD) was an exception: 64% reported above-average ADHD knowledge in diagnoses and 57% in treatment. There was an association between enhanced MH services in continuity clinics and perceived resident systems-based practice (P < .01) and medical knowledge (P = .04). ConclusionsPDs acknowledged that MH training is not emphasized, leading to deficiencies in their residents' knowledge and skills in MH care. The receptivity of PDs suggests the need for targeted dissemination of national guidelines or curriculum. Integrated models of care may be one way to improve resident competencies, but this deserves further study.

Nova Scotia Teachers’ ADHD Knowledge, Beliefs, and Classroom Management Practices

Attention-deficit/hyperactivity disorder (ADHD) has a significant impact on children’s social, emotional, and academic performance in school, and as such, teachers are in a good position to provide evidence-based interventions to help ensure optimal adjustment of their students. The current study examined teachers’ knowledge and beliefs about ADHD, their self-reported use of evidence-based instructional and behaviour management strategies in the classroom, and the relationships between knowledge, beliefs, and classroom practices. It was expected that teachers would have a moderate amount of knowledge about ADHD, mixed positive and negative beliefs about ADHD, that they would regularly use less intensive evidence-based behaviour management strategies, and that more knowledge and positive beliefs about ADHD would be correlated with higher use of effective classroom practices. Web-based questionnaires were completed by 113 teachers from six school boards across Nova Scotia. Results indicated that the mean teacher knowledge score was ~68% and that they had more knowledge about symptoms/diagnosis of ADHD and less knowledge about general ADHD facts and about evidence-based treatments. Teachers had slightly more positive than negative beliefs about ADHD and reported occasional use of evidence-based instructional and behaviour management practices in their classrooms. There was a significant correlation between teachers’ beliefs about ADHD and their use of evidence-based behaviour management practices, but there was no significant correlation between specific ADHD knowledge and classroom practices. Information gained from this study has implications for the content of ADHD teacher training and professional development programs as well as for school psychologists and those in teacher consultation roles.

Italian Teachers' Knowledge and Perception of Attention Deficit Hyperactivity Disorder (ADHD)

Teachers' perceptions of attention deficit hyperactivity disorder (ADHD) can influence the diagnostic rates of the disorder and the management of children in schools. This study investigated the knowledge and perceptions of ADHD in a sample of 589 Italian primary school teachers using a self-report questionnaire that included the ADHD perceptions questionnaire (Norvilitis & Fang, 2005) and the ADHD knowledge scale (Jerome, Gordon, & Hustler, 1994). The results showed that Italian teachers had a moderate level of knowledge, that their perceptions of ADHD were ambivalent, that their teaching experience was not positively correlated with their perceptions and knowledge of ADHD, and that receiving specialized information about ADHD had a limited influence on their perceptions. These findings suggest that perceptions are more than a matter of knowledge and should be addressed with regard to deep cultural values and representations. The educational and psychological implications of these results are discussed; particular attention is given to the importance of understanding the social context of ADHD and taking into consideration the teachers' perceptions of ADHD in the organization of training. Future research should address the role of children's gender in influencing perceptions of ADHD as well as the perceptions of parents and siblings.

Efficacy of a psychosocial intervention for parents of children with attention deficit hyperactivity disorder, Alexandria, Egypt

Childhood attention deficit hyperactivity disorder (ADHD) is a chronic disorder that carries an immense amount of suffering for its victims, their families, and communities. The efficacy of behavioral parent training in the treatment of ADHD has been supported in several studies. To evaluate the efficacy of a predesigned culturally sensitive psychosocial intervention program for parents of ADHD children in Alexandria, Egypt. A pretest-post-test intervention study was carried out at the Child Mental Health Clinic for School Students affiliated to the Health Insurance Organization, Alexandria. The intervention aimed at improving parents' knowledge of ADHD, building their skills in effective parenting, stress management and problem-solving, as well as providing social support. All the participants (50 parents) were assigned to groups, each of five to eight parents. They received a total of eight sessions on a weekly basis. The program was evaluated immediately after completion and 2 months later using the Arabic Version of Conners' Rating Scale to identify ADHD and to assess its severity, Home Situations Questionnaire, Parenting Scale, the Arabic Version of Depression Anxiety Stress Scales (DASS), and parental ADHD-related knowledge questionnaire were used. There was a statistically significant decrease in the mean total scores recorded by parents on Conners' Rating Scale (P<0.001), Home Situations Questionnaire (P<0.05), Parenting Scale (P<0.001), and DASS (P<0.001) immediately after program completion and 2 months later compared with that reported before program initiation. The total scores of participants on the ADHD-related knowledge questionnaire increased significantly after attending the program (P<0.001). Provision of a psychosocial intervention program for parents of ADHD children proved to be effective in reducing perceived severity of the symptoms and problem situations, as well as improving parents' knowledge, discipline practices, and psychological well-being.

Measuring teachers' knowledge of attention deficit hyperactivity disorder: the MAE-TDAH Questionnaire.

The lack of methodological rigor is frequent in most of instruments developed to assess the knowledge of teachers regarding Attention Deficit Hyperactivity Disorder (ADHD). The aim of this study was to develop a questionnaire, namely Questionnaire for the evaluation of teachers' knowledge of ADHD (MAE-TDAH), for measuring the level of knowledge about ADHD of infant and primary school teachers. A random sample of 526 teachers from 57 schools in the Autonomous Community of the Basque Country and Navarre was used for the analysis of the psychometric properties of the instrument. The participant teachers age range was between 22 and 65 (M = 42.59; SD = 10.89), and there were both generalist and specialized teachers. The measure showed a 4 factor structure (Etiology of ADHD, Symptoms/Diagnosis of ADHD, General information about ADHD and Treatment of ADHD) with adequate internal consistency (Omega values ranged between .83 and .91) and temporal stability indices (Spearman's Rho correlation values ranged between .62 and .79). Furthermore, evidence of convergent and external validity was obtained. Results suggest that the MAE-TDAH is a valid and reliable measure when it comes to evaluating teachers' level of knowledge of ADHD.

Concepts and Misperception of School Teachers regarding Attention Deficit Hyperactivity Disorder (ADHD)

Attention deficit hyperactivity disorder (ADHD) is a common behavioural disorder that affects a small percentage of school going children. Children with this kind of disorder are hyperactive and may understand what is expected of them but have trouble following through because they can't sit still or pay attention to details. Ultimately, this impairs child's academic and social abilities. A school going child pays much of his/her working time in school; therefore, school teachers are expected to know about ADHD. The objectiveof research is to study the general concept and misperception of school teachers of Hapur city, Uttar Pradesh. The tool used for analysis is knowledge of attention deficit disorders scale (KADDS) along with other statistical tools. After analysis, it is found that the overall knowledge of ADHD of school teachers is low. The result also shows that the teachers have notrainingin ADHD and the management of this disorder in the classroom. This is a matter of concern as teachers play a crucial role in the recognition and treatment of ADHD.

'Mind the gap'--mapping services for young people with ADHD transitioning from child to adult mental health services.

BackgroundOnce considered to be a disorder restricted to childhood, Attention Deficit/Hyperactivity Disorder (ADHD) is now recognised to persist into adult life. However, service provision for adults with ADHD is limited. Additionally, there is little guidance or research on how best to transition young people with ADHD from child to adult services.MethodWe report the findings of a survey of 96 healthcare professionals working in children’s (Child and Adolescent Mental Health Services and Community Paediatrics) and adult services across five NHS Trusts within the East Midlands region of England to gain a better understanding of the current provision of services for young people with ADHD transitioning into adult mental health services.ResultsOur findings indicate a lack of structured guidelines on transitioning and little communication between child and adult services. Child and adult services had differing opinions on what they felt adult services should provide for ADHD cases. Adult services reported feeling ill-prepared to deal with ADHD patients, with clinicians in these services citing a lack of specific knowledge of ADHD and a paucity of resources to deal with such cases.ConclusionsWe discuss suggestions for further research, including the need to map the national provision of services for adults with ADHD, and provide recommendations for commissioned adult ADHD services. We specifically advocate an increase in ADHD-specific training for clinicians in adult services, the development of specialist adult ADHD clinics and greater involvement of Primary Care to support the work of generic adult mental health services in adult ADHD management.

Teacher knowledge, training and acceptance of students with ADHD in their classrooms: Qatar case study

The presence of Attention Deficit Hyperactivity Disorder (ADHD) is similar to other neurological disorders of the brain in that it lacks a simple specific blood or other straightforward test to confirm the disorder. Parent and teacher rating scales are the standard measure of the presence of ADHD. Most referrals to medical professionals for an ADHD assessment are made by the student's teacher. Qatar schools are staffed differently than other countries in the region, with less than 25% of teachers being local Qataris. Given the appointment of teachers from surrounding nations, there is a lack of quality control for teacher preparation with each nation setting their own standards for teacher education and professional development. Without adequate knowledge of ADHD, teachers may not be able to accurately complete the teacher rating scales needed by medical professionals to assist in confirming a diagnosis of ADHD. Therefore, it is important that teachers understand the characteristics of ADHD, and that ADHD is a neurobiological disorder. This descriptive study explores teacher knowledge and perceptions of ADHD. The instrument for this study was derived from the Knowledge of Attention Deficit Disorders Scale (KADDS) adapted to fit the local Qatari context and study objectives. Participants were recruited from a random sample of Qatar Independent Schools. Frequency distributions and t-tests were conducted to determine ranges of responses, and relationships between responses and four demographic variables. Results are reported for demographics, teacher knowledge and teacher perceptions and beliefs. The results suggest that current clinical and scientific knowledge of the symptoms, causes and treatment of ADHD is not included in teacher preparation or professional development programs. Thus the ability of teachers to assess eligible students and to monitor medications for students with ADHD comes under question. Promising results include the fact that many teachers reported that they did not know the answers to more than 35% of the survey questions and therefore their knowledge and attitudes may be more readily influenced through workshops and in service programs.

Latino Parental Help Seeking for Childhood ADHD

To better understand the help seeking process that occurs within Latino families when a child is exhibiting behaviors consistent with attention-deficit/hyperactivity disorder (ADHD), qualitative and quantitative data from 73 Latino parents were examined. Findings suggest that most Latino parents in the current sample recognized ADHD symptoms as concerning and in need of professional help and reported being motivated to seek help. Unfortunately, they also appeared to lack knowledge about the etiology of and effective treatment for ADHD, and many identified barriers to seeking help. Future research must involve community collaborations aimed at increasing awareness and knowledge of ADHD and decreasing barriers to seeking help in targeted Latino communities.

Do Parent Perceptions Predict Continuity of Publicly Funded Care for Attention-Deficit/Hyperactivity Disorder?

To examine whether parent perceptions about care (barriers, disorder knowledge, treatment willingness) vary among children who drop out of or stay in publicly funded care for attention-deficit/hyperactivity disorder (ADHD) and to explore whether parent perceptions are predictive of staying in care over time. A longitudinal cohort study of 529 children ages 5 to 11 years receiving care for ADHD in primary care or specialty mental health clinics in a large, countrywide, managed-care Medicaid program. Multiple logistic regression analyses were performed to identify parent perceptions associated with the likelihood of staying in care across three 6-month time intervals, controlling for child and parent demographic characteristics, parental distress, clinical need, and recent special education use. At least three-fourths of children had at least 1 contact for any mental health care during a 6-month time interval (75%, 85%, 76%). Parent-perceived barriers, ADHD knowledge, and counseling willingness did not predict staying in care, whereas willingness for medication treatment was predictive at baseline. Minority status, nonmarried parent, parental distress, clinical need, and special education use were predictive of staying in care, but mostly during only one 6-month time interval, and their influence varied over time. Parent willingness for medication treatment along with several demographic and need factors predicted staying in care but not consistently over time. Future research is needed to develop practical tools for clinicians to elicit parent priorities about ADHD treatment and to integrate them into quality-improvement interventions targeted to improving shared decision-making for longer term ADHD care.

Teachers’ Knowledge and Misconceptions of Attention Deficit/Hyperactivity Disorder

Teachers can play a key role in identifying and supporting students with Attention Deficit/Hyperactivity Disorder (ADHD). In order to fulfill this important role, it is imperative for teachers to have explicit knowledge about ADHD. The overall aim of this study is to investigate teachers’ knowledge and misconceptions of ADHD. Four hundred and twenty-nine (429) teachers participated. 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 test were used to analyze the data. Results indicated that teachers’ knowledge of ADHD was insufficient. Teachers’ level of knowledge of ADHD was positively related to their prior training and experience with ADHD (i.e., the number of ADHD courses taken in college or graduate level, and the number of workshops pertaining to ADHD). Teachers’ level of knowledge of ADHD also correlated positively with their level of confidence in teaching a student with ADHD. In spite of a few limitations, the results of this study are valuable for identifying areas where there is a misperception or lack of knowledge among teachers.