Evaluation of the Level of Knowledge of Infant and Primary School Teachers with Respect to the Attention Deficit Hyperactivity Disorder (ADHD): Content Validity of a Newly Created Questionnaire

Soroa, Marian; Balluerka, Nekane; Gorostiaga, Arantxa

doi:10.5772/29093

Cited by 4 publications

(8 citation statements)

References 32 publications

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“…As noted in the introduction, however, many of the instruments used to assess teachers" knowledge of ADHD suffer from methodological deficiencies and do not show adequate psychometric properties (Soroa et al, 2012;Soroa et al, 2013). It is in this regard that the IRA-AGHN provides an opportunity to study teachers" real knowledge of this subject, which will in turn enable the design and implementation of training programmes tailored to their needs.…”

Section: Discussionmentioning

confidence: 99%

“…Based on the quantitative and qualitative analyses carried out in the pilot study, the items with the highest level of discrimination were selected and the wording of six of the statements was revised. This yielded a preliminary instrument of 51 items (for more exhaustive information regarding the content validity of the IRA-AGHN, see Soroa et al, 2012).…”

Section: Methodsmentioning

confidence: 99%

“…Although research on the ADHD knowledge of teachers is advancing worldwide, the number of instruments which measure this knowledge in a rigorous way is limited (Soroa, Balluerka, & Gorostiaga, 2012;Soroa, Gorostiaga, & Balluerka, 2013). Hence, there is a need to develop instruments for assessing teachers" ADHD knowledge in a valid and reliable way.…”

Section: Introductionmentioning

confidence: 99%

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Development and Validation of a Questionnaire (the IRA-AGHN) to Assess Teachers’ Knowledge of Attention Deficit Hyperactivity Disorder [Elaboración y validación de un cuestionario (el IRA-AGHN) para evaluar el conocimiento de los maestros acerca del TDAH]

2014

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Título: Elaboración y validación de un cuestionario (el IRA-AGHN) para evaluar el conocimiento de los maestros acerca del Trastorno por Déficit de Atención con Hiperactividad Resumen: El objetivo del presente estudio consistió en desarrollar un cuestionario para evaluar el nivel de conocimiento que los docentes de educación infantil y primaria presentan con respecto al Trastorno por Déficit de Atención con Hiperactividad, el IRA-AGHN. Las propiedades psicomé-tricas del instrumento fueron examinadas en una muestra de 752 maestros cuyo rango de edad oscilaba entre 20 y 64 años (M = 41.57; DT = 9.69). Los maestros pertenecían a 84 centros escolares de la Comunidad Autó-noma del País Vasco y Navarra, los cuales fueron seleccionados de forma aleatoria. Se examinaron la validez factorial, la consistencia interna, la estabilidad temporal, la validez convergente y la validez externa del instrumento. Los resultados sugieren que el IRA-AGHN es un instrumento válido y fiable para evaluar el nivel de conocimiento de los docentes con respecto al TDAH. Palabras clave: validez; fiabilidad; maestros; conocimiento sobre el TDAH. Abstract:The purpose of this study was to develop a questionnaire, called IRA-AGHN, to assess infant and primary school teachers" knowledge of Attention Deficit Hyperactivity Disorder. The psychometric properties of this questionnaire were examined in a sample of 752 teachers aged between 20 and 64 years (M = 41.57; SD = 9.69). These teachers were employed at 84 randomly selected schools in the Autonomous Community of the Basque Country and Navarre. The factor validity, internal consistency, temporal stability, convergent validity and external validity of the instrument were all analysed. The results suggest that the IRA-AGHN is a valid and reliable measure for assessing teachers" knowledge of ADHD.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Development and Validation of a Questionnaire (the IRA-AGHN) to Assess Teachers’ Knowledge of Attention Deficit Hyperactivity Disorder [Elaboración y validación de un cuestionario (el IRA-AGHN) para evaluar el conocimiento de los maestros acerca del TDAH]

2014

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“…Soroa, Balluerka and Gorostiaga [9] hold that infant and primary school teachers should have general and specific knowledge about ADHD for six fundamental reasons. Firstly, because ADHD is one of the most common psychological disorders among children.…”

Section: Adhd and Teachersmentioning

confidence: 99%

“…In some research programmes the average percentage of correct answers by teachers to questionnaires prepared in order to measure their knowledge on ADHD was around 80% [14,18,[22][23][24], while in other studies the average percentage of correct answers did not exceed 53% [4-6, 20, 25]. At world level there is much research in progress on the knowledge that teachers have on ADHD; however, there is a scarcity of instruments to measure this knowledge precisely [9].…”

Section: Adhd and Teachersmentioning

confidence: 99%

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

Soroa¹,

Gorostiaga²,

Balluerka³

2013

Attention Deficit Hyperactivity Disorder in Children and Adolescents

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

2014

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The 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.

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Evaluation of the Level of Knowledge of Infant and Primary School Teachers with Respect to the Attention Deficit Hyperactivity Disorder (ADHD): Content Validity of a Newly Created Questionnaire

Cited by 4 publications

References 32 publications

Development and Validation of a Questionnaire (the IRA-AGHN) to Assess Teachers’ Knowledge of Attention Deficit Hyperactivity Disorder [Elaboración y validación de un cuestionario (el IRA-AGHN) para evaluar el conocimiento de los maestros acerca del TDAH]

Development and Validation of a Questionnaire (the IRA-AGHN) to Assess Teachers’ Knowledge of Attention Deficit Hyperactivity Disorder [Elaboración y validación de un cuestionario (el IRA-AGHN) para evaluar el conocimiento de los maestros acerca del TDAH]

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

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

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