Knowledge and Attitudes of Preschool Teachers Regarding Attention Deficit Hyperactivity Disorder

Amiri, Shahrokh; Noorazar, Seyed Gholamreza; Fakhari, Ali; Darounkolaee, Alireza Gorji; Gharehgoz, Ali Bahari

doi:10.5812/ijp.3834

Cited by 12 publications

(16 citation statements)

References 22 publications

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“…(13) These result in same line with our finding. The finding of Amiri, Noorazar, Fakhari, Darounkolaee, & Gharehgoz, (2017) consistent with current finding (14) . They found that majority of teachers were females.…”

Section: Discussionsupporting

confidence: 86%

“…Amiri, Noorazar, Fakhari, Darounkolaee, & Gharehgoz, (2017) found that almost half of the teachers believed that the educational system plays a very important role in perpetuating the symptoms of ADHD, while nearly half believed that special schools are needed. Although almost one third of teachers believed that the behavior of children with ADHD is deliberate in nature, fewer believed that punishment is needed and even fewer blamed the children's family for their behavior (14) . This finding is consistent with the present study.…”

Section: Discussionmentioning

confidence: 99%

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Teachers’ Attitude Toward Children with Attention-Deficit Hyperactivity Disorder (ADHD) at Primary Schools in AlNasiriyah City, Iraq

2021

IJFMT

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The aim of the current study is to identify teachers' attitude about attention-deficit hyperactivity disorder (ADHD) and its relation to their demographic characteristics. A descriptive study design was carried out among 250 teachers at primary schools in Nasiriyah city was selected by using convenience sample type. The data is collected by using Google classroom through distribution of the attitudes questionnaire to primary school teachers which composed of 22 items. The highest percentage 36.8% of teachers at age 41-50 years old, 52.8% were females, 70.8% were urban residence, 54.5% were married, 53.6% had barely sufficient income, 62.8% had bachelor graduated, 56.4% teach the classes (4-6) and 48.8% teach in male school. The majority 95.6% of teachers had neutral attitude toward ADHD and the grand mean was 1.93. There is significant statistical difference in teachers' attitude with regard to their gender. Majority of teachers had neutral attitude About ADHD among children. Teachers attitudes is affected by gender. It is important to teach teachers about how to deal with child who had ADHD. Assign work that suits the student's skill level, and give appropriate supervision to ADHD students.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Teachers’ Attitude Toward Children with Attention-Deficit Hyperactivity Disorder (ADHD) at Primary Schools in AlNasiriyah City, Iraq

2021

IJFMT

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“…Developing by researchers, a self-reported questionnaire was used to data collection. This questionnaire was developed based on a review of the literature to assess teachers' knowledge, attitudes, and behaviors to support children with ADHD (8,12,14,15,18,19). An expert's panel who were selected based on their quali cations and experience in health education, psychology, and ADHD determined the face validity and content validity of the questionnaires.…”

Section: Methodsmentioning

confidence: 99%

“…When children with ADHD present in class with their peers and friends, their teachers face numerous challenges (4,18,19). Therefore, elementary school teachers need e cient knowledge about problems and special needs of the children with ADHD and they have to plan effective behavior management strategies in dealing with those children (16).…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, elementary school teachers need e cient knowledge about problems and special needs of the children with ADHD and they have to plan effective behavior management strategies in dealing with those children (16). Nonetheless, ndings from earlier researches indicate that elementary school teachers may be inadequately prepared to support children with ADHD effectively, because of low knowledge about this disorder as well as negative attitude and misconceptions towards affected children due to limited training (14,(19)(20)(21).…”

Section: Introductionmentioning

confidence: 99%

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Educational Intervention for Increasing Teachers’ ADHD Knowledge, Attitude, and Behavior

hossennia¹,

Mazaheri²,

Heidari³

2020

Preprint

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Background: this study evaluated the effect of an educational intervention for increasing elementary school teachers’ ADHD knowledge, attitudes, and behavior.Method: Teachers from 12 schools who had at least one students with a definitive diagnosis of ADHD participated in the study and were allocated into either an intervention (n=31) or control group (n=27). Teachers’ ADHD knowledge, Attitude, and Behavior were assessed before and after intervention. Six-session participatory intervention were provided only for the intervention group.Results: Two mounts after the intervention, the intervention group scored significantly higher on all three outcomes (P≤0.001).Conclusion: The educational intervention significantly improved teachers’, knowledge, attitudes as well as their behaviors and strategies to manage children with ADHD. It is recommended that this program will incorporate into in-service training courses for primary school teachers as a means of facilitating teaching and managing children with ADHD in class. Trial registration: The study was approved by the by the Research Deputy of Isfahan University of Medical Sciences. In addition, The Ethical Committee of Isfahan University of Medical Sciences approved the study proposal. (ID code: IR.MUI.RESEARCH.REC.1398.297). The required permission from Education Department of Isfahan City was attained. Participation in the study was voluntary. Before taking part in the study, selected teachers provided written consent also study goals were described to them.

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

Cueli

Areces

Pérez

et al. 2021

Psychology in the Schools

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

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Knowledge and Attitudes of Preschool Teachers Regarding Attention Deficit Hyperactivity Disorder

Cited by 12 publications

References 22 publications

Teachers’ Attitude Toward Children with Attention-Deficit Hyperactivity Disorder (ADHD) at Primary Schools in AlNasiriyah City, Iraq

Teachers’ Attitude Toward Children with Attention-Deficit Hyperactivity Disorder (ADHD) at Primary Schools in AlNasiriyah City, Iraq

Educational Intervention for Increasing Teachers’ ADHD Knowledge, Attitude, and Behavior

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

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