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.

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 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 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.

Awareness Regarding Attention Deficit Hyperactivity Disorder Among Teachers of Selected Schools in Municipality of Rupandehi

2020 ◽  
Vol 9 (1) ◽  
pp. 53-58
Author(s):  
S Bhattarai ◽  
CK Bhusal ◽  
AB Jaishi
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Private School ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Impulsive Behavior ◽  
School Teachers ◽  
Normal Children ◽  
Cross Sectional ◽  
Hyperactivity Disorder

   Introduction: Attention Deficit Hyperactivity Disorder (ADHD) is a chronic condition that affects millions of children and often continues into adulthood which includes a combination of persistent problems such as difficulty sustaining attention, hyperactivity and impulsive behavior. The aim of the study was to find out teachers awareness regarding ADHD. Material And Method: Descriptive cross-sectional study was used to find out awareness regarding ADHD among 77 teachers. Three private school were selected using simple random sampling technique, among them seventy seven primary school teachers were selected as a study sample by using enumerative method. Data was collected by pretested self-administered semi-structured questionnaire and the collected data was analyzed by using descriptive and inferential statistics with Statistical Package for Social Sciences (SPSS) Software version 20. Results: Ninety three percent of respondents had awareness that attention deficit hyperactivity disorder (ADHD) vary from person to person, 59.74% of respondents knew child with ADHD has a lower intelligence quotient than normal children. Sixty one percent of respondents had awareness that prolonged emotional disturbances as a risk factor of ADHD, 59.74% of the respondents had awareness that can't sit for long period to pay attention as symptom of ADHD and 64.94% of the respondents had awareness regarding teachers are the effective person for training of ADHD. Majority of the respondents had low awareness (55.84%) regarding ADHD. There was statistically significant association between awareness level regarding attention deficit hyperactivity disorder and years of teaching experience (p=0.043). Conclusion: It is concluded that awareness regarding ADHD is inadequate among teachers. Respondents had low awareness regarding management and risk factors of ADHD. Hence concerned authority should focus on organizing awareness programme on ADHD to school teachers.

scholarly journals Knowledge regarding attention deficit hyperactivity disorder of children among school teachers at Lalitpur

2019 ◽  
Vol 9 (4) ◽  
pp. 64-68
Author(s):  
Lata Bhattarai ◽  
Mamata Sharma
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Common Mental Disorders ◽  
Cross Sectional Study ◽  
School Teachers ◽  
Cross Sectional ◽  
Teaching Experiences ◽  
Poor Knowledge ◽  
Educational Qualification ◽  
Hyperactivity Disorder

Background: Attention deficit hyperactivity disorder (ADHD) is one of the most common mental disorders affecting children. ADHD knowledge among teachers helps managing such children. This study aimed to assess the knowledge regarding ADHD of children among school teachers at Lalitpur, Nepal. Methods: A descriptive cross-sectional study was conducted among 124 primary school teachers in 19 government schools of Lalitpur Metropolitan City. A standard tool “Knowl­edge of Attention Deficit Disorders Scale (KADDS)” was used, which is valid and reliable tool designed by Sciutto and colleagues. Data were collected from 2017/06/20 to 2017/07/20. Data were analyzed using descriptive (frequency, percentage, mean and standard deviation) and inferential statistics (chi square test) for frequency distribution and association between levels of knowledge regarding ADHD with selected variables. Results: Eighty-five (68.5%) female and 39 (31.5%) male teachers with the mean age 41.85 ± 8.80 years (range 18 to 58 years) were enrolled. Majority teachers were married (94.4%) and from urban area (75%) with bachelor’s degree (37.9%) as their educational qualification and 11 to 20 years of teaching experiences (42.74%). The significant influencing variables were educational qualification (p = 0.009), type of service (p = 0.018), teaching experiences (p = 0.002), in-service education on ADHD (p = 0.004) and experience with ADHD students (p = 0.001). The study showed that 94 (75.8%) teachers had poor knowledge. Conclusions: It was concluded that three fourth of the teachers had poor knowledge about ADHD. Teachers knowledge will help to identify, refer and help in management of children with ADHD.

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