scholarly journals Reliability and validity of the Chinese version of Questionnaire – Children with Difficulties for Chinese children or adolescents with attention-deficit/hyperactivity disorder: a cross-sectional survey

2018 ◽  
Vol Volume 14 ◽  
pp. 2181-2190
Author(s):  
Yi Zheng ◽  
Yasong Du ◽  
Lin Yan Su ◽  
Yanlei Zhang ◽  
Zheng Yuan ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Reliability And Validity ◽  
Chinese Version ◽  
Chinese Children ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Hyperactivity Disorder

Knowledge of kindergarten and elementary schools’ teachers regarding attention deficit hyperactivity disorder

2017 ◽  
Vol 41 (S1) ◽  
pp. S429-S429
Author(s):  
S. Almutairi ◽  
M. Almutairi ◽  
A. Al Harbi ◽  
M. Alsuhaibani ◽  
N. Alkeaid ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Elementary School Teachers ◽  
Attention Deficit ◽  
Common Mental Disorders ◽  
Sampling Technique ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Hyperactivity Disorder ◽  
Adhd Children ◽  
Competing Interest

BackgroundAttention 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.ObjectivesThe current study explores the kindergarten and elementary school teachers’ knowledge regarding early detection and management of ADHD.MethodsCross 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.ResultsThe 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 sources for those who got their information through reading were statistically significant in overall knowledge, general knowledge and treatment dimensions. As scientific studies and books were the highest with percentage of 24.6% and 23.3%, respectively, 4% and 3.6%, respectively, 3% and 3%, respectively. The level of ADHD knowledge perception showed that 76% of teachers were knowledgeable in relation to overall ADHD perception.ConclusionTeachers who have higher qualifications or training in identifying ADHD children scored higher in our study.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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 Psychological Effects of the COVID-19 Imposed Lockdown on Adults with Attention Deficit/Hyperactivity Disorder: Cross-Sectional Survey Study

10.2196/24430 ◽  
2020 ◽  
Vol 4 (12) ◽  
pp. e24430
Author(s):  
Marios Adamou ◽  
Tim Fullen ◽  
Nazmeen Galab ◽  
Isobel Mackintosh ◽  
Karl Abbott ◽  
...  
Keyword(s):  
Mental Health ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Adult Population ◽  
Psychological Effects ◽  
Survey Study ◽  
Cross Sectional Survey ◽  
Significant Deterioration ◽  
Cross Sectional ◽  
Hyperactivity Disorder

Background The psychological effects of the COVID-19 government-imposed lockdown have been studied in several populations. These effects however have not been studied in adult populations with attention deficit/hyperactivity disorder (ADHD). Objective We wanted to investigate the psychological effects of the COVID-19 imposed lockdown on an adult population with ADHD. Methods We conducted a cross-sectional survey by administering the Patient Health Questionnaire-9, Generalized Anxiety Disorder Scale-7, Brief Adjustment Scale-6, Perceived Stress Scale, and Multidimensional Scale of Perceived Social Support to a pragmatic sample of adults with ADHD. Results In total, 24 individuals (male: n=18, 75%; female: n=6, 25%; age: mean 21.75 years, SD 1.85 years) were included in this study. The adults with ADHD we surveyed had significant levels of emotional distress during the COVID-19 pandemic period. However, there was no evidence of significant deterioration to the mental health of our sample during the COVID-19 pandemic. Conclusions When treatment for ADHD is maintained, the effects of the COVID-19 pandemic on the mental health of adults with ADHD are mild. Targeted psychological interventions may be useful in such circumstances.

scholarly journals Psychological Effects of the COVID-19 Imposed Lockdown on Adults with Attention Deficit/Hyperactivity Disorder: Cross-Sectional Survey Study (Preprint)

2020 ◽  
Author(s):  
Marios Adamou ◽  
Tim Fullen ◽  
Nazmeen Galab ◽  
Isobel Mackintosh ◽  
Karl Abbott ◽  
...  
Keyword(s):  
Mental Health ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Adult Population ◽  
Psychological Effects ◽  
Survey Study ◽  
Cross Sectional Survey ◽  
Significant Deterioration ◽  
Cross Sectional ◽  
Hyperactivity Disorder

BACKGROUND The psychological effects of the COVID-19 government-imposed lockdown have been studied in several populations. These effects however have not been studied in adult populations with attention deficit/hyperactivity disorder (ADHD). OBJECTIVE We wanted to investigate the psychological effects of the COVID-19 imposed lockdown on an adult population with ADHD. METHODS We conducted a cross-sectional survey by administering the Patient Health Questionnaire-9, Generalized Anxiety Disorder Scale-7, Brief Adjustment Scale-6, Perceived Stress Scale, and Multidimensional Scale of Perceived Social Support to a pragmatic sample of adults with ADHD. RESULTS In total, 24 individuals (male: n=18, 75%; female: n=6, 25%; age: mean 21.75 years, SD 1.85 years) were included in this study. The adults with ADHD we surveyed had significant levels of emotional distress during the COVID-19 pandemic period. However, there was no evidence of significant deterioration to the mental health of our sample during the COVID-19 pandemic. CONCLUSIONS When treatment for ADHD is maintained, the effects of the COVID-19 pandemic on the mental health of adults with ADHD are mild. Targeted psychological interventions may be useful in such circumstances.

EARLY RECOGNIZATION OF THE CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER BY VANDERBILT ADHD RATING SCALE FOR TEACHERS AND PARENTS

2019 ◽  
pp. 85-91
Author(s):  
Dinh Duong Le ◽  
Van Thang Vo ◽  
Thi Mai Nguyen ◽  
Thi Han Vo ◽  
Huu Chau Duc Nguyen ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
High Risk ◽  
Attention Deficit ◽  
Primary Schools ◽  
Rating Scale ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Hyperactivity Disorder ◽  
Teachers And Parents ◽  
Key Words Adhd

Objectives: The study aims to explore the prevalence of attention deficit hyperactivity disorder and to examine the associated factors with ADHD among primary students by Vanderbilt ADHD rating scale for teacher and parents. Methods: A cross-sectional study design was conducted in 564 students who selected randomly in 4 primary schools in Hue city. Vanderbilt ADHD rating scale for parents and teachers were applied to evaluate the ADHD of children over 6 months ago. Results: The overall prevalence of children who had high risk with ADHD was 4.1% (95%CI: 2.44 - 5.72), including 4.6% and 4.8% in the rating of teachers and parents, respectively. Male was more likely to have ADHD than female (OR adj: 4.64 (95%CI: 1.53 - 14.05) and lack of closely friend (OR adj: 5.11 (95% CI: 2.13 - 12.24). Conclusion: Vanderbilt ADHD diagnosis rating scale for teachers and parents can be used to early recognization children with a high risk of ADHD. Key words: ADHD, Vanderbilt, ratings scale, teacher, parent, children

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