Knowledge Of Attention Deficit Hyperactivity Disorder Research Articles

P-338 - General population knowledge of attention deficit hyperactivity disorder spanish survey

Objective To quantify knowledge among the general Spanish population of attention deficit hyperactivity disorder (ADHD). Material and method We developed a telephone-administered questionnaire to ask about ADHD (acronym and full name) on a spontaneous and suggested basis. Questions were asked relating to myths, symptoms, treatment, implications and healthcare professionals involved in the disease.The study sample was 770 adults (sample precision at national level 3.5) with no personal, familial or professional relationship to ADHD. Results Only 4% of the subjects spontaneously answered the question about what ADHD means, while 85.3% identified the disease after we suggested what “ADHD” meant. Only 50% admitted that the disease represents a probably genetic brain disorder. A total of 39.6% believed that there was no treatment or healthcare intervention for ADHD. The intervention most often cited as being adequate was psychological treatment (48%), followed by multimodal therapy (44%). Only 12% mentioned medication. Thus, psychological intervention was regarded as the most effective option, followed by psychoeducational measures. Most of the subjects identified the psychologist as the professional indicated to treat ADHD, followed by the pediatrician, psychiatrist and neuropediatrician. Reasonable knowledge was observed in reference to affirmations / myths in ADHD (78.3–95.3%). Conclusions There are areas for improvement among the general population regarding knowledge of ADHD, its implications and treatment.

Teacher Knowledge of Attention Deficit Hyperactivity Disorder among Middle School Students in South Texas

This quantitative study examined the knowledge levels middle school teachers in South Texas have in relation to attention deficit hyperactivity disorder (ADHD). The study specifically compared teacher knowledge levels among three specific ADHD knowledge areas: (a) general knowledge of ADHD, (b) knowledge of symptoms/diagnosis of ADHD, and (c) knowledge of treatments for ADHD. The three subscales were measured by the study instrument, Knowledge of Attention Deficit Disorders Scale (KADDS). The sample for this study involved 107 teachers from five predominately Hispanic middle schools in South Texas. The middle schools were in three independent school districts, and data were collected during the 2008–2009 school year. Results indicated that teachers’ greatest area of knowledge dealt with identifying the symptoms/diagnosis of ADHD. Teachers had lower scores related to general knowledge and knowledge of treatments for the disorder. Implications of the study results are discussed, and recommendations are presented.

Parent Medication Concerns Predict Underutilization of Mental Health Services for Minority Children With ADHD

OBJECTIVE. Disparities in attention deficit hyperactivity disorder (ADHD) treatment are recognized with minority children using services less than nonminority children. The authors examine minority parents' knowledge and perceptions of ADHD as they relate to service utilization. METHODS. Using a longitudinal cohort design, parents of children with untreated ADHD were surveyed regarding their knowledge and perceptions of ADHD and then followed for 3 to 6 months to determine whether they used services. RESULTS. Seventy parents of 5- to 18-year-old children with untreated ADHD were enrolled. Of the 70 children, 33 (47.1%) had not attended any mental health appointments and 51 (72.9%) had not used any treatments by 3- to 6-month follow-up. Logistic regression indicated that increasing age and medication concerns were associated with less follow-up at mental health appointments (P < .05) and less utilization of treatments (P < .05). CONCLUSIONS. The results of this study highlight the importance of addressing medication concerns, when referring minority children to mental health services or offering treatments.

The knowledge and attitude of primary school teachers in Sri Lanka towards childhood attention deficit hyperactivity disorder

To assess the knowledge and attitudes towards attention deficit hyperactivity disorder (ADHD) among primary school teachers in the Gampaha District. A descriptive cross sectional study was conducted in randomly selected schools of Gampaha district using a stratified sampling method. The knowledge and attitudes on ADHD were assessed by a self-administered questionnaire distributed among all the consenting primary school teachers in the selected schools. Total of 202 completed questionnaires of 210 distributed were returned. The majority showed good understanding about ill effects ofADHD, teachers' role in management and counterproductive effects of punishment. Three-fourths had a positive attitude towards behavioural therapy. However, only a minority had adequate knowledge about the presentation of ADHD and its treatment with medication. More than 80% of teachers believed that the parents were to be blamed for the child's ADHD. The majority of participating teachers also believed that behavioural disturbances caused by ADHD children were deliberate and malicious. Teachers who had training in child psychology recorded a significantly higher knowledge and had a more favourable attitude. The knowledge of ADHD and its treatment among primary school teachers needs to be improved. Particular focus should be on improving attitudes and disseminating the message that timely interventions can make a difference in the educational and social development of the child.

Primary school teachers’ knowledge and misperceptions of attention deficit hyperactivity disorder (ADHD)

Putting inclusive education into practice and within diverse classrooms, teachers have to support and teach according to a variety of needs and preferences of learners, among them learners with ADHD. Teachers are seen as some of the most valuable sources of information with regard to referral and diagnosis of this disorder. They are also responsible for creating an environment that is conducive to academic, social and emotional success for children with ADHD. However, since there is some doubt as to whether teachers have the appropriate knowledge of ADHD to fulfill this important role, we aimed at assessing the knowledge and misperceptions of primary school teachers in towns on the periphery of the Cape Town Metropole. A quantitative study using a survey was conducted. The measuring scale used was the KADDS (Knowledge of Attention Deficit Disorders Scale), which measures teachers’ knowledge and misperceptions in three specific areas: symptoms/diagnosis of ADHD, general knowledge about the nature, causes and outcome of ADHD and possible interventions with regard to ADHD. The data were statistically analysed. Overall knowledge of ADHD was poor. The results suggest that teachers are most knowledgeable about symptoms/diagnosis, scoring lower on treatment and general knowledge subscales. Keywords: ADHD; attention deficit hyperactivity disorder; inclusive education; primary school teachers; teacher training; teaching

Survey of Paediatric Occupational Therapists' Understanding of Developmental Coordination Disorder, Joint Hypermobility Syndrome and Attention Deficit Hyperactivity Disorder

Evidence suggests that developmental coordination disorder (DCD) co-occurs with attention deficit hyperactivity disorder (ADHD) and joint hypermobility syndrome (JHS). Paediatric occupational therapists working with children with DCD need to consider the impact of co-occurring conditions on the children they assess and treat. A survey investigating the knowledge base and understanding relating to these conditions was conducted. The results showed that therapists (n = 225, response rate 23%) have an understanding of DCD; however, a more detailed knowledge of ADHD and JHS would allow them to consider the impact of the overlapping nature of these conditions. This highlights a training need to ensure understanding of these conditions and appropriate management.

Advancing Our Knowledge of ADHD in Latino Children: Psychometric and Cultural Properties of Spanish-Versions of Parental/Family Functioning Measures

The lack of available Spanish versions of assessment measures contributes to insufficient research and underutilization of mental health services for Latino children with Attention-Deficit/Hyperactivity Disorder (ADHD). Thus, the goal of the current study was to examine the psychometric and cultural properties of several Spanish versions of parental/family functioning measures commonly used in comprehensive ADHD assessments (i.e., the Parenting Sense of Competence Scale, Alabama Parenting Questionnaire, and Confusion, Hubbub, and Order Scale). Participants included 68 Spanish-speaking, Latino parents in Southeast Wisconsin. In general, the Spanish translations of the measures demonstrated good reliability and validity. Furthermore, the psychometrically-sound measures were significantly related to acculturation as predicted, suggesting that the scales are not only psychometrically valid, but also culturally valid for use with Spanish-speaking, Latino families.

Efficacy of teacher in‐service training for attention‐deficit/hyperactivity disorder

AbstractChildren with attention‐deficit/hyperactivity disorder (ADHD) evidence many problems in the classroom. Teacher in‐service training is routinely used to inform school professionals about a number of special topics; however, the efficacy of such in‐service training for ADHD has not been established. The present study examined the efficacy of brief in‐service training focused on evidence‐based assessment and treatment of ADHD. Teachers from six schools (N = 142) in the Washington, DC, metropolitan area were randomly assigned at the school level to receive in‐service training immediately or to a waitlist control group that received in‐service training 1 month later. Measures of ADHD knowledge and use of behavior modification techniques were obtained at pre‐‐ and post‐‐in‐service intervention. Results indicated that the in‐service training resulted in increased ADHD knowledge. Special education teachers also reported increased use of behavior modification techniques resulting from the in‐service training. Clinical and research implications are presented. © 2008 Wiley Periodicals, Inc.

ADHD and the Rise in Stimulant Use Among Children

Attention-deficit/hyperactivity disorder (ADHD) holds the distinction of being the most extensively studied pediatric mental disorder and one of the most controversial, in part because it is also the most commonly diagnosed mental disorder among minors. Currently, almost 8% of youth aged 4 to 17 years have a diagnosis of ADHD, and approximately 4.5% both have the diagnosis and are using a stimulant (methylphenidate or amphetamine) as treatment for the disorder. Yet a diagnosis of ADHD is not simply a private medical finding; it carries with it a host of policy ramifications. The enduring controversy over ADHD in the public arena therefore reflects the discomfort over what happens when science is translated into policies and rules that govern how children will be treated medically, educationally, and legally. This article (1) summarizes the existing knowledge of ADHD, (2) provides the relevant history and trends, (3) explains the controversy, (4) discusses what is and is not unique about ADHD and stimulant pharmacotherapy, (5) outlines future directions of research, and (6) concludes with a brief analysis of how two North Carolina counties have established community protocols that have improved the screening, treatment, and societal consensus over ADHD and stimulants.

Knowledge of pharmacists regarding ritalin and ADHD and their attitude towards the use of ritalin to treat ADHD

To survey the knowledge and attitude of pharmacists towards Attention Deficit Hyperactivity Disorder (ADHD) and the drug ritalin. A self-reported questionnaire on knowledge and attitude towards ADHD and ritalin was completed by pharmacists. About 40% of respondents agreed that ADHD is due to biological and genetic vulnerabilities and causation. A total of 63% reported that the cause is a chaotic and dysfunctional family and 91% of the respondents believed that ADHD children misbehave primarily because they refuse to follow rules and complete assignments. About 85.5% reported that ritalin is used for enhancement of concentration and most of them (80%) recommended ritalin as the best medication. However, about 70% reported that they are not in favor of taking ritalin for ADHD and it should not be recommended for ADHD except in very severe cases. Although the subjects have a sound knowledge of ADHD, some gaps exist and there is not a favorable attitude toward treatment with ritalin. It seems that these pharmacists are not better informed than teachers in regard to some of ADHD characteristics. There is a gap between knowledge and attitude toward ritalin. Only a few respondents had the opportunity of learning about ADHD. The results could be used in the revision of university educational curricula for students of pharmacology and also for planning educational courses for continuous medical education programs. They should be provided with more up-to-date knowledge.

Cultural Variations in Parental Health Beliefs, Knowledge, and Information Sources Related to Attention-Deficit/Hyperactivity Disorder

This study explores cultural variance in parental health beliefs, knowledge, and information sources related to attention-deficit/hyperactivity disorder (ADHD). Structured interviews were completed by a representative community sample of 1,615 parents, including an ADHD knowledge and perceptions survey, behavioral questionnaires, and inquiries about ADHD detection and treatment. Most parents had heard about ADHD and considered themselves knowledgeable about it but were unaware of relevant school services; those who were aware rated their knowledge levels as low. Compared to their Caucasian counterparts, African American parents reported less ADHD awareness and lower self-rated knowledge. They experienced fewer cues to action, such as receiving ADHD information from teachers or reading media accounts. Furthermore, they made more etiological attributions to sugar intake and expected less benefit from treatment. Study findings suggest a compelling need for more culturally appropriate approaches to educating African American parents about the causes and treatment options for ADHD.

Knowledge and attitudes towards attention deficit hyperactivity disorder among elementary school teachers

Objective Attention deficit/hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in child and adolescent psychiatry. ADHD children are at risk for academic and psychological difficulties. Lack of cooperation between schools, parents and therapeutic institutions inhibits a multimodal treatment program. This study surveys teachers’ knowledge and attitudes towards attention deficit hyperactivity disorder. Method One hundred and ninety six elementary school teachers in Shiraz, Iran, anonymously completed a self-report questionnaire on ADHD. Results Knowledge about ADHD was relatively low. 46.9% of respondents agreed that ADHD is due to biological and genetic vulnerabilities and causation. 53.1%of all the teachers considered ADHD to be the result of parental spoiling. The attitude score towards ADHD children was also low. 64.8% agree that the same disciplinary rules used for all students should also be applied to ADHD children. 77.6% believe that ADHD students experience difficulties in their relations with their classmates. There was a significant correlation between teachers’ knowledge of ADHD and their attitude. The main sources of knowledge about ADHD were: Television and radio; friends and relatives; periodical, newspapers and magazines. Conclusion Knowledge about ADHD was sound to be very low. Practice implications Health and/or Educational Ministry should promote a special course on ADHD for teachers and education should be part of the curriculum in faculty training. Providing these educational programs on television and radio may be highly effective as they were the most common source of information.

Urban Educators’ Perceptions of Interventions for Students with Attention Deficit Hyperactivity Disorder: A Preliminary Investigation

This study examined urban educators’ attitudes toward commonly recommended interventions for students with Attention Deficit Hyperactivity Disorder (ADHD). Participants included 358 pupil personnel services (PPS) professionals—school psychologists, social workers, and counselors—and 70 classroom teachers from urban elementary schools. On average, PPS professionals and classroom teachers expressed little confidence in the effectiveness of commonly used classroom, mental health, and pharmacological treatments for ADHD. For PPS professionals, a moderately positive correlation was found between self-confidence and effectiveness ratings for classroom interventions and mental health interventions, and a small positive association was found between knowledge of ADHD and effectiveness ratings for medication. Teacher self-confidence was positively associated with effectiveness ratings for classroom interventions. Knowledge of ADHD was negatively correlated with teacher perceptions of the effectiveness of classroom and mental health interventions. Neither child gender nor ADHD subtype influenced effectiveness ratings. Results are discussed in regard to the urgent need for urban educators to experience greater success in their efforts to implement interventions for students with ADHD and for research focused on the unique needs of children residing in urban, low-income communities.

Teachers' Knowledge of ADHD, Treatments for ADHD, and Treatment Acceptability: An Initial Investigation

The purpose of this study was to begin to explore the relationship among teachers' knowledge of Attention Deficit Hyperactivity Disorder (ADHD), knowledge of common treatments for ADHD, and acceptability of different approaches to treatment for ADHD (medication and behavior management). Relationships also were explored between these variables and teachers' training and experience in working with children with ADHD. Results indicated that teachers' knowledge of ADHD, years of teaching experience with students with ADHD, and training demonstrated positive relationships with ratings of medication acceptability. In addition, teachers' participation in ADHD training was positively correlated with knowledge of ADHD and acceptability of behavior management strategies. Overall, fewer positive relationships were observed than predicted. In addition, observed statistically significant relationships were relatively small in magnitude, raising questions about the importance of considering these variables in intervention planning for students with ADHD. Directions for future research are discussed.

A comparison between South African psychiatrists' and paediatricians' knowledge, attitudes and current practices regarding the management of children with Attention Deficit/Hyperactivity Disorder

The objective of this study was to determine the knowledge, attitudes and current practices of psychiatrists and paediatricians in South Africa regarding the management of children with Attention Deficit/Hyperactivity Disorder (ADHD), to determine if there are significant differences between them. Three hundred and forty psychiatrists and 517 paediatricians were identified from the address list of the Health Professionals Council of South Africa. Each specialist was sent a survey questionnaire with a letter explaining the objectives and aims of the research. The questionnaire explored four themes: demographic data; attitudes to caring for children with ADHD; management of these children and knowledge about the use of stimulants. One hundred and seventy three (57.6%) psychiatrists and 316 (61%) paediatricians responded. Of these 145 and 278 respectively were practising medicine, and 51.7% (75) of the psychiatrists and 61% (169) of the paediatricians indicated that they manage children with ADHD. The results of the survey indicate that paediatricians and psychiatrists have adequate knowledge of ADHD and its management. Possibly because of the organisation of their practices psychiatrists were not as concerned as paediatricians about the time spent on each patient, but they were less likely to refer to other professionals. On the other hand, paediatricians had more of an interdisciplinary approach to the management of children with ADHD, but found them time consuming, remuneration inadequate and had little time to prepare extensive reports or liase with other professionals or schools. Psychiatrists appear to function within a neuro-biological model and have more knowledge on neuro-pharmacology and physiology. Paediatricians have a greater educational and family awareness, possibly reflecting differences in training. Both groups use methylphenidate as the medication of choice and both have adequate knowledge of its benefits, side effects and contra-indications.

Knowledge about Attention‐Deficit/Hyperactivity Disorder: A comparison of in‐service and preservice teachers

AbstractAttention‐Deficit/Hyperactivity Disorder (ADHD) is a common childhood disorder, yet relatively little research has assessed teachers' knowledge of this disorder or how teacher characteristics affect such knowledge. There also is a dearth of research comparing in‐service and preservice teachers' knowledge about ADHD. The aims of this study were (a) to investigate the relationships between various teacher characteristics and teachers' knowledge about ADHD, and (b) to compare perceived and actual ADHD knowledge across in‐service and preservice primary‐school teachers. Participants included 120 primary‐school teachers and 45 final‐year education undergraduates who were asked to complete a questionnaire. Two of the five hypotheses were supported: (a) that knowledge would be significantly correlated with experience in teaching a child with ADHD and (b) that in‐service teachers would obtain higher scores than preservice teachers on the actual knowledge (about ADHD) questionnaire. Implications stemming from this research include ensuring that teachers receive more training about ADHD and greater exposure to students with ADHD in the classroom. Overall, this study highlighted that deficits in teachers' knowledge about ADHD are common for both in‐service and preservice teachers. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 517–526, 2004.

Teacher Knowledge of Stimulant Medication and ADHD

This study was designed to assess general and special education teachers' knowledge, opinions, and experience related to the diagnosis of attention-deficit/hyperactivity disorder (ADHD) and its treatment with stimulant medication. A random sample of 200 general educators and 200 special educators from Wisconsin were surveyed. Results revealed that teachers had limited knowledge about ADHD and the use of psychostimulant medication. Teachers' opinions about the effect of stimulant medication on school-related behaviors were generally positive, although special education teachers were more positive than general educators. The survey confirmed previous research indicating that teachers were the school personnel who most frequently recommended an assessment for ADHD. The results are discussed in terms of their educational significance and implications for teacher preparation and continuing education.

ADHD and Parental Psychological Distress: Role of Demographics, Child Behavioral Characteristics, and Parental Cognitions

This study aimed to examine the relative roles of demographic, child behavioral, and parental characteristics in understanding the psychological distress suffered by parents of children with attention-deficit/hyperactivity disorder (ADHD). It was hypothesized that a combination of child and parent demographics, severity of child behavioral disturbance, low knowledge of ADHD, causal and controllability attributions internal to the child, along with lower perceived parental control, would be associated with more severe psychological distress, as measured by parenting stress and depression. One hundred mothers were interviewed and provided ratings of behavioral disturbance, severity of ADHD, knowledge of ADHD, attributions of cause and controllability of ADHD-related behaviors, parenting stress and depression. Hierarchical regression analyses indicated that the combination of these variables was significantly associated with parental psychological distress, accounting for 24% and 21% of the variance in parenting stress and depression, respectively. Unique contributions were evident for severity of behavioral disturbance and perceived parental control over child behaviors. Child's age, gender, medication status, and maternal education were controlled in the analyses. Results support the view that interventions for ADHD aimed only at child behavior are unlikely to alter long-term outcome.

Parents' Beliefs About ADHD: Implications for Assessment and Treatment

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Psychodynamic and Neurological Perspectives on ADHD: Exploring Strategies for Defining a Phenomenon

This article is a discourse analysis of two historical inquiries into what clinici‐ans today call attention deficit hyperactivity disorder (ADHD). Of primary con‐cern in this regard are psychodynamic perspectives towards ADHD symptoms, championed by psychoanalysts and psychologists, and neurological perspectives towards ADHD, which continue to favor a purely physiological approach to understanding the disorder. Those within the psychodynamic camp are inclined to view ADHD as an interactional difficulty between self and social environment ‐ a condition best remedied by psychotherapy. Those within the neurological camp see ADHD as a specific brain process, whose effective treatment depends upon adequate psychopharmacology. This essay argues that both psychodynamic and neurological perspectives towards ADHD have strategized to legitimate one perspective through the expulsion of the other. Within the current era of ADHD nomenclature and treatment it is clear that neurological perspectives dominate the debate. However, neurological perspectives continue to be haunted by a considerable amount of skepticism, both nationally and internationally. Because of this it would be difficult to assert that neurological perspectives, though winning the “legitimation race” in contemporary understandings of ADHD, are entirely monolithic sources of ADHD knowledge.