Elementary School Teachers’ Knowledge of Tourette Syndrome, Obsessive-Compulsive Disorder, &amp; Attention-Deficit/Hyperactivity Disorder: Effects of Teacher Training

White, Sue; Sukhodolsky, Denis G.; A, Rains; Foster, Denise; McGuire, Joseph F.; Scahill, Lawrence

doi:10.1007/s10882-010-9209-x

Cited by 32 publications

(32 citation statements)

References 15 publications

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“…Only 17 of these reported data from independent projects as two sets of articles discussed data from the same study [30][31][32][33][34][35][36][37][38][39][40][41][42][43][44][45][46][47][48] (Fig. 1).…”

Section: Included Studiesmentioning

confidence: 99%

Stigma in youth with Tourette’s syndrome: a systematic review and synthesis

Malli

Forrester‐Jones

Murphy

2015

Eur Child Adolesc Psychiatry

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Tourette's syndrome (TS) is a childhood onset neurodevelopmental disorder, characterised by tics. To our knowledge, no systematic reviews exist which focus on examining the body of literature on stigma in association with children and adolescents with TS. The aim of the article is to provide a review of the existing research on (1) social stigma in relation to children and adolescents with TS, (2) self-stigma and (3) courtesy stigma in family members of youth with TS. Three electronic databases were searched: PsycINFO, PubMed and Web of Science. Seventeen empirical studies met the inclusion criteria. In relation to social stigma in rating their own beliefs and behavioural intentions, youth who did not have TS showed an unfavourable attitude towards individuals with TS in comparison to typically developing peers. Meanwhile, in their own narratives about their lives, young people with TS themselves described some form of devaluation from others as a response to their disorder. Self-degrading comments were denoted in a number of studies in which the children pointed out stereotypical views that they had adopted about themselves. Finally, as regards courtesy stigma, parents expressed guilt in relation to their children's condition and social alienation as a result of the disorder. Surprisingly, however, there is not one study that focuses primarily on stigma in relation to TS and further studies that examine the subject from the perspective of both the 'stigmatiser' and the recipient of stigma are warranted.

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Section: Included Studiesmentioning

confidence: 99%

Stigma in youth with Tourette’s syndrome: a systematic review and synthesis

Malli

Forrester‐Jones

Murphy

2015

Eur Child Adolesc Psychiatry

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“…The increase in the number of questionnaire items with respect to the number used in the pioneering studies had an impact on the reduction of the number of right answers by respondents but it was the introduction of the three option response format which allowed for the obtaining of more exhaustive information, allowing the areas where the teachers had the most knowledge, the areas where they had the least and the areas where respondents made the most mistakes to be identified (Jarque & Tárraga., 2008;Kos et al, 2006;Sciutto et al, 2000). Another series of studies used either a Likert format with 5 options (Snider, Busch & Arrowood, 2003) or multiple choice questions ( González-Acosta, 2006;Niznik, 2005;White, 2011) and the results obtained were similar to those found by three option format questionnaires.…”

Section: Adhd and Teachersmentioning

confidence: 55%

“…Various studies have shown that teachers, in general, have a moderate level of knowledge of ADHD and that is necessary that this level of knowledge be increased (Ghanizadeh et al, 2006;Grazyk et al, 2005;Jarque et al, 2007;Kos, Richdale & Jackson, 2004;Sciutto et al, 2000;West et al, 2005;White et al, 2011). Results vary depending on the research consulted.…”

Section: Adhd and Teachersmentioning

confidence: 99%

Evaluation of the Level of Knowledge of Infant and Primary School Teachers with Respect to the Attention Deficit Hyperactivity Disorder (ADHD): Content Validity of a Newly Created Questionnaire

Soroa¹,

Balluerka²,

Gorostiaga³

2012

Contemporary Trends in ADHD Research

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“…Various studies have shown that teachers generally have a moderate level of knowledge about ADHD, and that their understanding needs to be improved (Ghanizadeh et al, 2006;Grazyk et al, 2005;Jarque, Tárraga, & Miranda, 2007;Kos, Richdale, & Jackson, 2004;Sciutto, Terjesen, & Bender, 2000;West, Taylor, Houghton, & Hudyma, 2005;White et al, 2011). However, the results are not consistent across these studies.…”

Section: Introductionmentioning

confidence: 93%

“…Importantly, however, the three-option response format has resulted in more exhaustive information, revealing those aspects of ADHD about which teachers have better knowledge, those areas where knowledge is most lacking and those in which most errors are made (Jarque & Tárraga, 2008;Kos et al, 2006;Sciutto et al, 2000). Another series of studies have used five-option Likert-style response formats (Snider, Busch, & Arrowood, 2003) or multiple choice formats (Niznik, 2005;White, 2011), with the results obtained being similar to those in the three-option questionnaires.…”

Section: Introductionmentioning

confidence: 99%

Development and Validation of a Questionnaire (the IRA-AGHN) to Assess Teachers’ Knowledge of Attention Deficit Hyperactivity Disorder [Elaboración y validación de un cuestionario (el IRA-AGHN) para evaluar el conocimiento de los maestros acerca del TDAH]

2014

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Título: Elaboración y validación de un cuestionario (el IRA-AGHN) para evaluar el conocimiento de los maestros acerca del Trastorno por Déficit de Atención con Hiperactividad Resumen: El objetivo del presente estudio consistió en desarrollar un cuestionario para evaluar el nivel de conocimiento que los docentes de educación infantil y primaria presentan con respecto al Trastorno por Déficit de Atención con Hiperactividad, el IRA-AGHN. Las propiedades psicomé-tricas del instrumento fueron examinadas en una muestra de 752 maestros cuyo rango de edad oscilaba entre 20 y 64 años (M = 41.57; DT = 9.69). Los maestros pertenecían a 84 centros escolares de la Comunidad Autó-noma del País Vasco y Navarra, los cuales fueron seleccionados de forma aleatoria. Se examinaron la validez factorial, la consistencia interna, la estabilidad temporal, la validez convergente y la validez externa del instrumento. Los resultados sugieren que el IRA-AGHN es un instrumento válido y fiable para evaluar el nivel de conocimiento de los docentes con respecto al TDAH. Palabras clave: validez; fiabilidad; maestros; conocimiento sobre el TDAH. Abstract:The purpose of this study was to develop a questionnaire, called IRA-AGHN, to assess infant and primary school teachers" knowledge of Attention Deficit Hyperactivity Disorder. The psychometric properties of this questionnaire were examined in a sample of 752 teachers aged between 20 and 64 years (M = 41.57; SD = 9.69). These teachers were employed at 84 randomly selected schools in the Autonomous Community of the Basque Country and Navarre. The factor validity, internal consistency, temporal stability, convergent validity and external validity of the instrument were all analysed. The results suggest that the IRA-AGHN is a valid and reliable measure for assessing teachers" knowledge of ADHD.

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Elementary School Teachers’ Knowledge of Tourette Syndrome, Obsessive-Compulsive Disorder, & Attention-Deficit/Hyperactivity Disorder: Effects of Teacher Training

Cited by 32 publications

References 15 publications

Stigma in youth with Tourette’s syndrome: a systematic review and synthesis

Stigma in youth with Tourette’s syndrome: a systematic review and synthesis

Evaluation of the Level of Knowledge of Infant and Primary School Teachers with Respect to the Attention Deficit Hyperactivity Disorder (ADHD): Content Validity of a Newly Created Questionnaire

Development and Validation of a Questionnaire (the IRA-AGHN) to Assess Teachers’ Knowledge of Attention Deficit Hyperactivity Disorder [Elaboración y validación de un cuestionario (el IRA-AGHN) para evaluar el conocimiento de los maestros acerca del TDAH]

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