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

10.5772/54277 ◽  
2013 ◽  
Author(s):  
Marian Soroa ◽  
Arantxa Gorostiaga ◽  
Nekane Balluerk
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Hyperactivity Disorder ◽  
Level Of Knowledge

scholarly journals Foundation Phase teachers’ understanding of attention deficit hyperactivity disorder at Johannesburg independent schools

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Tamara H. Jaye ◽  
Cecil Levy ◽  
Jacob Majakwara ◽  
Sheri Hanson
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Independent Schools ◽  
Neurodevelopmental Disorder ◽  
Discussion Group ◽  
Classroom Setting ◽  
Children With Adhd ◽  
Level Of Education ◽  
Hyperactivity Disorder ◽  
Level Of Knowledge

Background: Attention deficit hyperactivity (ADHD) disorder is a common childhood neurodevelopmental disorder. The symptoms of hyperactivity, impulsivity and inattention often become evident in a structured classroom setting. Teachers play a key role in identifying these features and referring these pupils for assessments.Aim: This study investigated the understanding and perceptions of ADHD amongst Foundation Phase teachers at independent schools in Johannesburg.Setting: This study was conducted at nine independent schools in the Johannesburg area.Methods: A total of 95 teachers filled out a standardised questionnaire, the Knowledge of Attention Deficit Disorders Scale (KADDS), which looks at three aspects of ADHD, namely, associated features, symptoms and treatment. The teachers also answered several demographic questions such as their sex, age, level of education, knowledge of a person outside the school with ADHD and confidence to teach a child with ADHD. An informal directed discussion group was conducted, which comprised 32 teachers who had filled in the questionnaire. Open-ended questions were asked during the discussion group.Results: The overall results were the highest obtained compared to similar previous studies. These teachers had a very good knowledge with regard to the symptoms of ADHD, they had a fair understanding about the treatment of ADHD and their knowledge about the associated features of ADHD was limited. Exposure to children with ADHD and higher number of ADHD workshops attended and ADHD articles read were beneficial to the teachers’ overall knowledge about ADHD. Years of experience and the age of the teacher were not associated with a greater knowledge about ADHD.Conclusion: Independent school Foundation Phase teachers displayed a good level of knowledge about ADHD. This knowledge was enhanced by continual ADHD education and exposure to children with ADHD.

Measuring Teachers’ Knowledge of Attention Deficit Hyperactivity Disorder: the MAE-TDAH Questionnaire

2014 ◽  
Vol 17 ◽  
Author(s):  
Marian Soroa ◽  
Nekane Balluerka ◽  
Arantxa Gorostiaga
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Basque Country ◽  
Temporal Stability ◽  
General Information ◽  
Primary School Teachers ◽  
Hyperactivity Disorder ◽  
Methodological Rigor ◽  
Level Of Knowledge ◽  
Age Range

AbstractThe lack of methodological rigor is frequent in most of instruments developed to assess the knowledge of teachers regarding Attention Deficit Hyperactivity Disorder (ADHD). The aim of this study was to develop a questionnaire, namely Questionnaire for the evaluation of teachers’ knowledge of ADHD (MAE-TDAH), for measuring the level of knowledge about ADHD of infant and primary school teachers. A random sample of 526 teachers from 57 schools in the Autonomous Community of the Basque Country and Navarre was used for the analysis of the psychometric properties of the instrument. The participant teachers age range was between 22 and 65 (M = 42.59; SD = 10.89), and there were both generalist and specialized teachers. The measure showed a 4 factor structure (Etiology of ADHD, Symptoms/Diagnosis of ADHD, General information about ADHD and Treatment of ADHD) with adequate internal consistency (Omega values ranged between .83 and .91) and temporal stability indices (Spearman’s Rho correlation values ranged between .62 and .79). Furthermore, evidence of convergent and external validity was obtained. Results suggest that the MAE-TDAH is a valid and reliable measure when it comes to evaluating teachers’ level of knowledge of ADHD.

scholarly journals Listening skill in students with Attention-Deficit Hyperactivity Disorder and the teachers’ level of knowledge to teach these students

2017 ◽  
Vol 2 (6) ◽  
pp. 104
Author(s):  
Fabiola S. Cando-Guanoluisa ◽  
Fanny M. Abata-Checa ◽  
José A. Robalino-Pérez
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Private School ◽  
Listening Comprehension ◽  
Second Grade ◽  
Listening Test ◽  
Hyperactivity Disorder ◽  
Listening Skill ◽  
Level Of Knowledge ◽  
Students With Adhd

<p style="text-align: justify;">The main aim of this qualitative research was to analyze the listening skill in students with Attention Deficit Hyperactivity Disorder (ADHD) and the teachers’ level of knowledge to teach these students. The study took place in a private school in Latacunga-Ecuador. A second grade student, who was believed to have this disorder, was chosen for the study.  First, a psycho-pedagogical observation was carried out in order to determine if the behavior of the selected student matches the characteristics of the disorder. Then, a listening test was applied in order to identify her listening level. In addition, a survey to identify teachers’ level of knowledge to teach these students was employed. Data gathered show that the student’s behavior matches all the characteristics of the disorder. Second, through a listening test, it was possible to realize that the student with the disorder had problems in listening comprehension. Finally, the survey revealed that most of the teachers do not known strategies to teach this type of students. In fact, they are not familiarized with ADHD features and they have never had any training in strategies to teach students with ADHD.   </p>

scholarly journals Saudi Arabian Pre-Service Special Education Teachers Knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD)

2019 ◽  
Vol 11 (3) ◽  
pp. 32
Author(s):  
Al-Hwaiti Mohammed
Keyword(s):  
Special Education ◽  
Attention Deficit Hyperactivity Disorder ◽  
Student Teachers ◽  
Behavioral Disorders ◽  
Special Education Teachers ◽  
Attention Deficit ◽  
Saudi Arabian ◽  
Hyperactivity Disorder ◽  
Study Results ◽  
Level Of Knowledge

The current study aims at detecting the level of knowledge held by special education student teachers at Umm Al-Qura University with regard to Attention-Deficit/Hyperactivity Disorder (ADHD), and comparing their level of knowledge of (ADHD) according to variables: Gender (male or female), track or specialty (special education ,mental disability, learning disabilities, hearing disability, behavioral disorders and Behavioral Disorders and Autism), school year or university level (first year, second year, third year, and fourth year). The sample of the study consists of (682) students who were selected randomly from the Department of Special Education at Umm Al-Qura University in Makkah in the Kingdom of Saudi Arabia for the academic year (1437H-1438H), and SPSS was applied for data analysis. The results showed that Saudi Arabian Pre-Service Special Education Teachers&rsquo; overall knowledge is high (64.2%). The correct rate of knowledge of ADHD was (93.0 %) and (86.8) (&lsquo;high&rsquo;), respectively. As for the sex differences were in favor of females, as for year and track or specialty variables, Pairwise Multiple Comparisons Post Hoc Test using LSD method. Implications of the study results are discussed, and recommendations are presented.

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