Canadian parents and children’s knowledge of ADHD

Understanding and Supporting Attention Deficit Hyperactivity Disorder (ADHD) in the Primary School Classroom: Perspectives of Children with ADHD and their Teachers

“…Whilst most of the children claimed to have heard of ADHD, very few could accurately describe the core symptoms. Previous research into this area is limited, however this finding supports Climie and Henley’s ( 2018 ) finding that children’s knowledge of ADHD can be limited. By comparison, all of the interviewed teachers had good knowledge about the core ADHD phenotype (i.e.…”

“…This supports and builds further upon existing research into teachers’ ADHD knowledge, demonstrating that although teachers understanding may be grounded in a focus upon inattention and hyperactivity, this is not necessarily representative of the range of their knowledge. By interviewing participants about their ADHD knowledge, as opposed to asking them to complete a questionnaire as previous studies have done (Climie & Henley, 2018 ; Latouche & Gascoigne, 2019 ; Ohan et al, 2008 ; Perold et al, 2010 ), the present study has demonstrated the specific areas of knowledge that should be targeted when designing psychoeducation interventions for children and teachers, such as broader aspects of cognitive difficulties in executive functions and memory. Improving knowledge of ADHD in this way could lead to increased positive attitudes and reduction of stigma towards individuals with ADHD (Mueller et al, 2012 ; Ohan et al, 2008 ), and in turn improving adherence to more specified interventions (Bai et al, 2015 ).…”

“…Knowledge and understanding of ADHD in children with ADHD has attracted less investigation than that of teachers. In a Canadian sample of 8- to 12-year-olds with ADHD (N = 29), Climie and Henley ( 2018 ) found that ADHD knowledge was highly varied between children; scores on the Children ADHD Knowledge and Opinions Scale ranged from 5 to 92% correct (M = 66.53%, SD = 18.96). The authors highlighted some possible knowledge gaps, such as hyperactivity not being a symptom for all people with ADHD, or the potential impact upon social relationships, however the authors did not measure participant’s ADHD symptoms, which could influence how children perceive ADHD.…”

The moderating effect of types of child’s neurodevelopmental disorder on the relationship between Indonesian mothers’ perception of child’s maladaptive behaviour and maternal parenting stress

“…Some studies related to maladaptive behaviours of children with NDD found that, for examples, 1) children with ID face lifelong challenges in areas such as self-care and learning and socializing abilities (Sun 2020); low independency (Van der Meulen et al 2018); difficulties in different domains of learning, including academic, social, and practical knowledge (Bertelli et al 2016), limitations in adaptive behaviours (Nankervis et al 2020); 2) children with ASD display tantrums, aggressive behaviours, and inability to control emotions (Oubrahim and Combalbert 2019), and restricted and repetitive behaviours (Patriquin et al 2020); 3) children with ADHD show hyperactivity and concentration difficulty (Lee et al 2020) and behaviour problems (Climie and Mitchell 2017) that result in decreased well-being (Peasgood et al 2020); has a lot of challenges (Climie and Henley 2018); increased anxiety and depression (Brammer et al 2018), feelings of hopelessness (Alamdarloo and Majidi 2020); and increased parenting stress on the part of parents (Korpa et al 2017).…”

Family Context and ADHD Symptoms in Middle Childhood: an Explanatory Model

“…Other family context variables may also play a protective role in terms of childhood ADHD, this is the case of maternal sensitivity which has been found to be an inverse predictor of ADHD symptoms in the longitudinal study by Choenni et al (2019) and the case of social support networks available to the family showing a direct (Mastoras et al 2018) and indirect (Wüstner et al 2019) influence on ADHD symptoms. Another significant factor is parental knowledge of child development, which helps reduce the severity of the symptoms (Climie and Henley 2018) and enables high-quality parent-child interactions.…”