Review of Tools Used for Assessing Teachers’ Level of Knowledge with Regards Attention Deficit Hyperactivity Disorder (ADHD)

Soroa, Marian; Gorostiaga, Arantxa; Balluerka, Nekane

doi:10.5772/54277

Cited by 21 publications

(19 citation statements)

References 24 publications

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“…The teachers may be less familiar with such treatments as they are not an area of knowledge related to their university training. In addition, it must be taken into account that the IRA-AGHN or MAE-TDAH is, to date, the only instrument published in the field that presents evidences of factor validity (Soroa et al, 2013), which strengthens the validity of the instrument and ensures adequate measurement of the dimensions it includes.…”

Section: Discussionmentioning

confidence: 99%

“…In contrast, the work of Bekle (2004) is among the studies that have found higher levels of teachers' knowledge of ADHD, with 82.85% of correct responses to the items of the ADHD Knowledge Scale (Jerome, Gordon, & Hustler, 1994). In general terms, one must be cautious when interpreting the results obtained by teachers in the different investigations conducted to assess their level of knowledge of ADHD because most of the tools developed for this purpose do not have acceptable psychometric properties (see the review of those instruments in Soroa, Gorostiaga, & Balluerka, 2013). If we attend to the results of various studies using one of the most popular questionnaires in the literature on the subject, the KADDS (Sciutto et al, 2000), or the Spanish adaptation of this instrument (Jarque, Tárraga, & Miranda, 2007), the percentage of teachers' correct responses ranges between 17.2% (Alkahtani, 2013) and 57% (Stacey, 2003).…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Knowledge of ADHD: Relevance of Training and Individual Perceptions // Conocimiento de los maestros sobre el TDAH: Relevancia de la formación y de las percepciones individuales

2015

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The present study analyzes teachers' knowledge of ADHD and its relationship with different training and self-perceptive variables. The sample included 1278 teachers from 108 schools. Teachers' knowledge of ADHD ranged from low to moderate. In addition, it was observed that their knowledge of ADHD was related to variables such as having received formal, non-formal, and informal training in ADHD, as well as to their self-perceived knowledge of ADHD and self-perceived efficacy to teach children with ADHD. The results suggest that teachers' knowledge of ADHD should be increased. Improvement in the quality and quantity of the training they receive from different sources could have an impact both on their real knowledge and on their perceived knowledge and, consequently, on their perception of self-efficacy as teachers of children with ADHD.Keywords: knowledge of ADHD, ADHD training, teachers, perceived self-efficacy. ResumenEl presente estudio analiza el conocimiento que los maestros presentan sobre el TDAH y su relación con diversas variables formativas y auto-perceptivas. La muestra estuvo compuesta por 1278 docentes de 108 centros escolares. El conocimiento de los maestros sobre el TDAH osciló entre un nivel bajo y moderado. Además, se observó que dicho conocimiento estaba relacionado con variables tales como haber recibido educación formal, no formal e informal en la materia, así como con el conocimiento autopercibido sobre el TDAH y la auto-eficacia percibida para ser docente de niños con TDAH. Los resultados sugieren que es necesario incrementar el conocimiento que los maestros tienen sobre el TDAH. La mejora en la calidad y cantidad de la formación que reciben por distintas vías podría repercutir tanto en su conocimiento real como en el percibido y, en consecuencia, en la percepción de auto-eficacia que presentan para ser docentes de niños con TDAH.Palabras clave: conocimiento sobre el TDAH, formación acerca del TDAH, maestros, auto-eficacia percibida.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teachers’ Knowledge of ADHD: Relevance of Training and Individual Perceptions // Conocimiento de los maestros sobre el TDAH: Relevancia de la formación y de las percepciones individuales

2015

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“…The 20‐item ADHD Knowledge Scale (Jerome, Gordon, & Hustler, ) was used to assess preservice teachers’ general knowledge about ADHD including its biological and family correlates, interventions, and myths about ADHD. The measure demonstrated good validity (e.g., Jerome et al, ; Ohan et al, ) and had been widely used due to its simplicity (Soroa, Gorostiaga, & Balluerka, ). The measure also includes evidence‐based items and items that reflect common myths about ADHD (Pisecco, Huzinec, & Curtis, ).…”

Section: Methodsmentioning

confidence: 99%

Preservice teachers’ self‐efficacy in managing students with symptoms of attention deficit/hyperactivity disorder: The roles of diagnostic label and students’ gender

Lee

Cheung²,

Chen³

2019

Psychology in the Schools

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The present study investigated preservice teachers' selfefficacy in classroom management involving students with symptoms of Attention Deficit/Hyperactivity Disorder (ADHD). A total of 137 Chinese preservice teachers were randomly presented with one of four vignettes involving a student character with ADHD symptoms, with manipulations including the character's gender and diagnostic label of ADHD. Upon reading the vignette, participants responded to questions concerning their self-efficacy in inclusive classroom management involving the character. Findings based on analysis of covariance indicated an interaction effect of the vignette character's gender and label on teachers' self-efficacy. Specifically, teachers perceived greater self-efficacy in a classroom involving a girl with an ADHD label than in a classroom involving a girl with no label or a boy with a label. Findings enriched the literature concerning the roles of gender and label in preservice teachers' self-efficacy toward inclusive classroom management. K E Y W O R D S attention deficit/hyperactivity disorder (ADHD), classroom management, diagnostic label, gender, preservice teachers, self-efficacy Psychol Schs. 2019;56:595-607.wileyonlinelibrary.com/journal/pits

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“…As noted in the introduction, however, many of the instruments used to assess teachers" knowledge of ADHD suffer from methodological deficiencies and do not show adequate psychometric properties (Soroa et al, 2012;Soroa et al, 2013). It is in this regard that the IRA-AGHN provides an opportunity to study teachers" real knowledge of this subject, which will in turn enable the design and implementation of training programmes tailored to their needs.…”

Section: Discussionmentioning

confidence: 99%

“…Although research on the ADHD knowledge of teachers is advancing worldwide, the number of instruments which measure this knowledge in a rigorous way is limited (Soroa, Balluerka, & Gorostiaga, 2012;Soroa, Gorostiaga, & Balluerka, 2013). Hence, there is a need to develop instruments for assessing teachers" ADHD knowledge in a valid and reliable way.…”

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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Review of Tools Used for Assessing Teachers’ Level of Knowledge with Regards Attention Deficit Hyperactivity Disorder (ADHD)

Cited by 21 publications

References 24 publications

Teachers’ Knowledge of ADHD: Relevance of Training and Individual Perceptions // Conocimiento de los maestros sobre el TDAH: Relevancia de la formación y de las percepciones individuales

Teachers’ Knowledge of ADHD: Relevance of Training and Individual Perceptions // Conocimiento de los maestros sobre el TDAH: Relevancia de la formación y de las percepciones individuales

Preservice teachers’ self‐efficacy in managing students with symptoms of attention deficit/hyperactivity disorder: The roles of diagnostic label and students’ gender

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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