Measuring teacher attitudes and expectations toward students with ADHD: Development of the Test of Knowledge About ADHD (KADD)

Abstract

Results indicated adequate to good internal consistency reliability for the KADD for this sample, with a Cronbach's coefficient alpha of 0.82. Additionally, results yielded initial discriminant evidence to suggest that the KADD has construct validity for this sample. Implications for the use of this instrument in applied areas are discussed.

Measurement properties of tools measuring mental health knowledge: a systematic review

“…The 16 tools evaluated mental health knowledge among different populations: community members [30, 33, 43, 44]; mental health patients [28, 34, 38]; patients’ family members and caregivers [29, 30, 32, 38, 40]; police officers [30, 31]; mental health professionals [30, 32, 34]; high school students [41–44]; post-secondary students [39]; athletes [35]; immigrants [36]; or elementary teachers [37]. The tools addressed either mental health knowledge in general [31, 33, 39–41, 43, 44], or knowledge about specific mental disorders, such as depression [34–36, 38, 42], schizophrenia [28–30, 32], anxiety [35], and ADHD [37]. …”

“…Kiropoulos et al, 2011 [36]Depression Literacy (D-Lit)22 true/false items on knowledge about depressionImmigrantsM = 65.4 (SD = 8.57) (range: 48–88)202AustraliaDepressionInternal consistency; Reliability10. Hepperlen et al, 2002 [37]Test of Knowledge About ADHD (KADD)22 error-choice items to assess knowledge and attitudes toward students with ADHDElementary school teachersM = 39.43 (SD = 9.05)103USADHDInternal consistency; Content validity; Structural validity (factor analysis);11. Kronmuller et al, 2008 [38]Knowledge about Depression and Mania Inventory (KDMI)44 true/false items on knowledge of Depression and ManiaPatients and relativesM = 45.2 (SD = 13.6) (range: 18–82); M = 47.4 (SD = 14.5) (range: 19–80)N = 112 (patients); N = 89 (relatives)GermanyDepressionConcurrent/criterion validity; Hypothesis testing (Discriminative validity); Content validity; Responsiveness12.…”

Teachers’ Experience, Attitudes, Feelings and Behavioural Intentions towards Children with Special Educational Needs

“…These findings reinforce and integrate work by Avramidis et al (2000), Piccolo-Torsky et al (1998). Hepperlen et al (2002), Jerome et al (1994), andKasten et al (1992) highlighting the importance of preservice as well as in-service training for teachers about their attitudes to children with special educational needs.…”

“…This approach is also supported by current research, which examines the diagnosis and treatment of AD/HD (Burcham, 1995;Fell & Pierce, 1995;Levy, 2001;MTA Co-operative group, 1999). To play an effective role in this holistic approach to the diagnosis and treatment of AD/HD, teachers need information and teaching strategies at the preservice and in-service levels (Barkley, 1990;Hepperlen, Clay, Henly, & Barke, 2002;Jerome, Gordon, & Hustler, 1994;Rief, 1993;Whitworth, Fossler, & Harbin, 1997;Worthington, Wortham, Blocker-Smith, & Patterson, 1997;Yasutake, Lerner, & Ward, 1994). Recent studies by Sciutto, Terjesen, and Bender Frank (2000) and Whitworth et al (1997) recommend initial evaluation of teachers' attitudes towards AD/HD so that educational interventions and school-based referrals can be effective.…”

“…Recent studies by Sciutto, Terjesen, and Bender Frank (2000) and Whitworth et al (1997) recommend initial evaluation of teachers' attitudes towards AD/HD so that educational interventions and school-based referrals can be effective. In particular, Hepperlen et al (2002) found that teachers' attitudes could have a negative impact on children with AD/HD. Research by Jerome et al (1994), Sciutto et al (2000) Worthington et al (1997, and Yasutake et al (1994) also found that teachers' lack of knowledge and misconceptions about AD/HD adversely affected the diagnosis and treatment of these children.…”