scholarly journals The Relationship between Teacher Efficacy and Perceptions and Ways of Elementary School Teachers to Cope with Attention Deficit Hyperactivity Disorder Students

2008 ◽  
Vol 51 (4) ◽  
pp. 137-156 ◽  
Author(s):  
Mi-Hwa Park ◽  
Park, Mi-Kyeng
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Elementary School ◽  
Teacher Efficacy ◽  
Elementary School Teachers ◽  
Attention Deficit ◽  
School Teachers ◽  
Hyperactivity Disorder ◽  
The Relationship

scholarly journals Knowledge and Perception of Attention-Deficit/Hyperactivity Disorder among Elementary-School Teachers

2020 ◽  
Vol 59 (4) ◽  
pp. 303
Author(s):  
Ilhoon Lee ◽  
Han-Yong Jung ◽  
Soyoung Irene Lee ◽  
Shin-Gyeom Kim ◽  
HyunChul Youn ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Attention Deficit ◽  
School Teachers ◽  
Hyperactivity Disorder

scholarly journals Knowledge of kindergarten and elementary school teachers regarding attention deficit hyperactivity disorder at Qassim region

2017 ◽  
Vol 1 (1) ◽  
pp. 8
Author(s):  
Sami A. Almutairi
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Attention Deficit ◽  
Common Mental Disorders ◽  
Sampling Technique ◽  
School Teachers ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Hyperactivity Disorder

Background: Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common mental disorders that manifest among children. Despite the fact that the teacher’s role is essential in the assessment and management of pupils with ADHD and the recommendation of participation of teachers for the success and efficiency of diagnoses and treatment, the vast majority of teachers have neither understanding nor knowledge of ADHD. Objectives: The current study explores the kindergarten and elementary school teachers’ knowledge regarding early detection and      management of ADHD. Methods: Cross sectional survey using stratified random sampling technique was carried out in governmental and private elementary and Kindergarten schools in four cities of Qassim region, Saudi Arabia. Results: The study included 1095 teachers, 711 (59.3%) did not get information about ADHD  during undergraduate studies. Teachers’ overall ADHD knowledge mean was 21.7+5.5 out of 38 marks. Teachers with high qualification degree and kindergarten specialty scored 56.4% and 60.2% respectively. Teachers who attended conferences related to ADHD scored 64.5%, while teachers who read about ADHD or have been ever asked to diagnose/teach an ADHD student had 59.4% and 62.1% respectively. The level of ADHD knowledge perception showed that 76% of teachers were  knowledgeable in relation to overall perception about ADHD. Conclusion: Teachers who have higher qualifications or training in identifying ADHD children scored higher in our study.

scholarly journals Elementary school teachers knowledge and attitude towards attention deficit-hyperactivity disorder in Gondar, Ethiopia: a multi-institutional study

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Mekdes Dessie ◽  
Masresha Asmare Techane ◽  
Bizuneh Tesfaye ◽  
Daniel Ayelegne Gebeyehu
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Elementary School ◽  
Mass Media ◽  
Elementary School Teachers ◽  
Attention Deficit ◽  
Sub Saharan Africa ◽  
P Value ◽  
School Teachers ◽  
Hyperactivity Disorder ◽  
Knowledge And Attitude

Abstract Background A child suffering from attention deficit hyperactivity disorder (ADHD) faces many difficulties in social as well as academic performances. School teachers’ knowledge and attitude towards ADHD play a vital role in early detection and referral of the child to treatment centers. Few existing reports, however, indicate the alarming rate at which the problem is highly neglected in sub-Saharan Africa. The present study is designed to determine the knowledge, attitude, and factors that affecting elementary school teachers about ADHD. Methods An institutional-based cross-sectional study design was conducted in Gondar town and other towns nearby Gondar from February 24 to March 24, 2020. Data were collected through structured self -administered questionnaires using the Knowledge of Attention Deficit Disorders Scale and ADHD-specific attitudes measurement tools. Then, it was entered into Epi-info version 7 and exported to SPSS version 20 for analysis. Bivariable and multivariate logistic regressions were fitted to identify factors associated with the knowledge and attitude of elementary school teachers. Variables having a p-value < 0.05 at 95% CI were considered statistically significant. Result Of 636 respondents, about 44.8% (95% CI 41.2, 48.4) and 84.1% (95% CI 81.0, 86.8) of elementary school teachers had good knowledge and a favorable attitude towards ADHD, respectively. Having a diploma and above (AOR = 3.028, 95% CI 1.630–5.625), reading ADHD leaflets (AOR = 2.035, 95% CI 1.391, 2.950) and search ADHD on the internet (AOR = 1.793, 95% CI 1.090, 2.950) were significantly associated with teachers knowledge to ADHD; whereas, working experience in teaching a child with ADHD (AOR = 1.852, 95% CI 1.195–2.87) and watching ADHD on mass media (AOR = 1.72, 95% CI 1.056–2.8) were positively predicts teachers attitude towards ADHD. Conclusion the proportion of teachers’ knowledge towards ADHD was low; in contrast, their attitude was relatively satisfactory. Strengthening teachers’ educational upgrading system, frequent and fair distribution of leaflets written to address ADHD, installation of an internet system to the schools, and continuous ADHD awareness creation programs through mass media are highly recommended.

scholarly journals Effect of Educational Program on Elementary School Teachers’ Knowledge, Attitude, and Classroom Management Techniques Regards Attention Deficit Hyperactivity Disorder

2018 ◽  
Vol 3 (3) ◽  
pp. 159
Author(s):  
Asmaa Mohammed Ali Alabd ◽  
Soha Kamel Mesbah ◽  
Mohammad Alboliteeh
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Elementary School ◽  
Classroom Management ◽  
Elementary School Teachers ◽  
Attention Deficit ◽  
Educational Program ◽  
Management Technique ◽  
School Teachers ◽  
Hyperactivity Disorder ◽  
Management Techniques

Background: Attention deficit hyperactivity disorder (ADHD) is the most common neurobehavioral disorder of childhood and can profoundly affect the academic achievement, well-being, and social interactions of children. Teachers play an important role in the diagnosis of ADHD because of their daily contact with students in a range of pertinent situations. Aim of the study: Evaluate the effect of educational program on knowledge, attitude and classroom management technique among elementary school teachers in Hail City towards attention deficit hyperactivity disorder. A quasi-experimental design was used to conduct the current study in four Saudi elementary school in Hail City (2 females & 2 males elementary school) during the period from March 2018 to May 2018. Subjects: A sample of convenience of 95 teachers working in the previously elementary school. Tools: One tool were utilized for data collection, Self-administrated Questionnaire: The tool was divided into four parts, I) personal characteristics of studied sample, II) the knowledge of Attention Deficit Disorders Scale (KADDS), III) Teachers’ beliefs about and attitudes toward ADHD, and IV) Perception of classroom management techniques. Results: Findings showed that mean score regarding ADHD knowledge, attitude, and classroom management technique were significantly higher after than before program with highly significant association between knowledge, attitude, and classroom management technique. Conclusion: ADHD educational program was effective in improving teachers’ knowledge, attitude, and classroom management technique. Recommendation: The results indicated the need to increase awareness about ADHD and importance of adopting classroom management technique in order to deal with ADHD children through health education programs to teachers were needed.

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