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Elementary school teachers’ knowledge of attention deficit/hyperactivity disorder

BACKGROUND: Teachers are often the first ones to suspect attention deficit/hyperactivity disorder (ADHD) in their students, because they are with them for most of the day and they know how normal students typically behave in classroom situations. The aim of this study is to assess the teachers’ leve...

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Autores principales: Al-Moghamsi, Esra’a Yahya, Aljohani, Abdulaziz
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Medknow Publications & Media Pvt Ltd 2018
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6259519/
https://www.ncbi.nlm.nih.gov/pubmed/30598932
http://dx.doi.org/10.4103/jfmpc.jfmpc_183_18
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author Al-Moghamsi, Esra’a Yahya
Aljohani, Abdulaziz
author_facet Al-Moghamsi, Esra’a Yahya
Aljohani, Abdulaziz
author_sort Al-Moghamsi, Esra’a Yahya
collection PubMed
description BACKGROUND: Teachers are often the first ones to suspect attention deficit/hyperactivity disorder (ADHD) in their students, because they are with them for most of the day and they know how normal students typically behave in classroom situations. The aim of this study is to assess the teachers’ level of knowledge of ADHD and identify some factors affecting that knowledge. METHODS: It is a cross-sectional study conducted among male and female elementary governmental schools in Madina city during the year 2017/1438. A pre-validated and translated self-administered questionnaire is used in data collection. It includes demographical questionnaire and the Knowledge of Attention Deficit Disorder Scale. RESULTS: The study included 416 teachers. Their age ranged between 22 and 66 years. The average percentage of knowledge regarding ADHD general information, symptoms/diagnosis, and treatment were 41.6 ± 15.1, 41.7 ± 15, and 30.7 ± 16.6, respectively. The average percentage of overall knowledge score regarding ADHD was 38 ± 11.3. Only experience in teaching (P = 0.042) and previous experience with a child with ADHD (P < 0.001) were significantly associated with teachers’ knowledge regarding ADHD general information. Special need teachers had the highest score of knowledge regarding ADHD symptoms (mean rank was 283.7), P = 0.013, and they had the highest score of knowledge regarding ADHD treatment (mean rank was 261.9), P = 0.032. Teachers who reported previous experience with a child with ADHD expressed higher level of overall knowledge regarding ADHD, P < 0.001. CONCLUSIONS: The knowledge regarding ADHD among elementary school teachers in Madina is suboptimal, particularly regarding treatment.
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spelling pubmed-62595192018-12-31 Elementary school teachers’ knowledge of attention deficit/hyperactivity disorder Al-Moghamsi, Esra’a Yahya Aljohani, Abdulaziz J Family Med Prim Care Original Article BACKGROUND: Teachers are often the first ones to suspect attention deficit/hyperactivity disorder (ADHD) in their students, because they are with them for most of the day and they know how normal students typically behave in classroom situations. The aim of this study is to assess the teachers’ level of knowledge of ADHD and identify some factors affecting that knowledge. METHODS: It is a cross-sectional study conducted among male and female elementary governmental schools in Madina city during the year 2017/1438. A pre-validated and translated self-administered questionnaire is used in data collection. It includes demographical questionnaire and the Knowledge of Attention Deficit Disorder Scale. RESULTS: The study included 416 teachers. Their age ranged between 22 and 66 years. The average percentage of knowledge regarding ADHD general information, symptoms/diagnosis, and treatment were 41.6 ± 15.1, 41.7 ± 15, and 30.7 ± 16.6, respectively. The average percentage of overall knowledge score regarding ADHD was 38 ± 11.3. Only experience in teaching (P = 0.042) and previous experience with a child with ADHD (P < 0.001) were significantly associated with teachers’ knowledge regarding ADHD general information. Special need teachers had the highest score of knowledge regarding ADHD symptoms (mean rank was 283.7), P = 0.013, and they had the highest score of knowledge regarding ADHD treatment (mean rank was 261.9), P = 0.032. Teachers who reported previous experience with a child with ADHD expressed higher level of overall knowledge regarding ADHD, P < 0.001. CONCLUSIONS: The knowledge regarding ADHD among elementary school teachers in Madina is suboptimal, particularly regarding treatment. Medknow Publications & Media Pvt Ltd 2018 /pmc/articles/PMC6259519/ /pubmed/30598932 http://dx.doi.org/10.4103/jfmpc.jfmpc_183_18 Text en Copyright: © 2018 Journal of Family Medicine and Primary Care http://creativecommons.org/licenses/by-nc-sa/4.0 This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as appropriate credit is given and the new creations are licensed under the identical terms.
spellingShingle Original Article
Al-Moghamsi, Esra’a Yahya
Aljohani, Abdulaziz
Elementary school teachers’ knowledge of attention deficit/hyperactivity disorder
title Elementary school teachers’ knowledge of attention deficit/hyperactivity disorder
title_full Elementary school teachers’ knowledge of attention deficit/hyperactivity disorder
title_fullStr Elementary school teachers’ knowledge of attention deficit/hyperactivity disorder
title_full_unstemmed Elementary school teachers’ knowledge of attention deficit/hyperactivity disorder
title_short Elementary school teachers’ knowledge of attention deficit/hyperactivity disorder
title_sort elementary school teachers’ knowledge of attention deficit/hyperactivity disorder
topic Original Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6259519/
https://www.ncbi.nlm.nih.gov/pubmed/30598932
http://dx.doi.org/10.4103/jfmpc.jfmpc_183_18
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