Knowledge and attitudes towards attention deficit hyperactivity disorder among elementary school teachers

Ghanizadeh, Ahmad; Bahredar, Mohammad Jafar; Moeini, Seyed Reza

doi:10.1016/j.pec.2005.09.002

Cited by 132 publications

(136 citation statements)

References 9 publications

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“…This is despite the majority of participants reporting that they had a child with a learning disability in their class-room and the average amount of experience that the teaching staff had of working with children with a learning disability being over 9 years. This is consistent with research which has shown that teaching staff have limited knowledge about other disorders considered under the umbrella term of special educational needs (Ghanizadeh et al, 2006;Sadler, 2005).…”

Section: Discussionsupporting

confidence: 91%

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The impact of training on teacher knowledge about children with an intellectual disability

Rae¹,

McKenzie

Murray³

2011

J Intellect Disabil

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The present study examines the impact of a short training session on the knowledge of teaching staff in Scotland about children with an intellectual disability. Despite the majority of participants reporting that they had a child with an intellectual disability in their classroom, the initial level of knowledge concerning intellectual disability was low. This was partly considered to be due to terminology differences that exist between the health and education sectors and a lack of training specific to the needs of children with an intellectual disability. Training was shown to significantly improve the basic knowledge needed to understand intellectual disability immediately after training and at a 1 month follow-up, suggesting that the knowledge gains would be sustained in the longer term.

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Section: Discussionsupporting

confidence: 91%

“…While it is not possible to extrapolate directly, research into the knowledge that teachers hold about other disorders, such as ADHD (Ghanizadeh et al, 2006), speech and language difficulties in children with special educational needs (Sadler, 2005) and epilepsy (Bishop & Boag, 2006) indicates that levels are low.…”

Section: Knowledge Of a Learning Disabilitymentioning

confidence: 99%

The impact of training on teacher knowledge about children with an intellectual disability

Rae¹,

McKenzie

Murray³

2011

J Intellect Disabil

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“…Na generalidade, os docentes inquiridos mostraram um conhecimento profícuo das principais questões que envolvem a PHDA, embora seja necessário um maior investimento no esclarecimento de alguns aspetos que podem ser determinantes, particularmente em relação à etiologia. Com efeito, outros estudos realizados sobre o conhecimento dos professores acerca da PHDA permitiram compreender que muitas das suas atitudes não inclusivas se organizam a partir de ideias pré-concebidas (e.g., a PHDA é provocada pelo ambiente familiar) ou na completa insciência da natureza desta problemática (e.g., Al-Omari et al, 2015;Ghanizadeh, Bahredar, & Moeini, 2006). Ao invés, o conhecimento mais apurado dos professores acerca da origem da PHDA resultou em atitudes mais tolerantes para com estes alunos (e.g., Ohan et al, 2008).…”

Section: Discussão E Conclusãounclassified

Conhecimentos e Lacunas dos Professores do 1. º Ciclo acerca da PHDA

Oliveira

Pereira

Serrano

et al. 2017

R Est Inv Psico y Educ

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ResumoPretendeu-se analisar o conhecimento dos profesores (n = 419) acerca da Perturbação de Hiperatividade/Défice de Atenção (PHDA), através do "Questionário de Avaliação do Conhecimento da PHDA", no qual se pronunciaram acerca de diferentes questões (e.g., etiología, intervenção). Os docentes mostraram-se moderadamente informados (e.g., 78.8% sabe que a utilização exclusiva da punição na gestão comportamental não é uma intervenção eficaz), embora haja espaço para melhoria, (e.g., apenas 26.7% considerou determinante o papel da hereditariedade). Estes dados devem ser considerados no planeamento da formação da classe docente.Palavras-chave: [PHDA, conhecimento, lacunas, professores, crianças] AbstractIt was intended to analyze teachers' knowledge (n = 419) about Attention Deficit Hyperactivity Disorder (ADHD), through the "Knowledge Assessment Questionnaire of the PHDA", in which they pronounced on different issues (eg, etiology, Intervention). Teachers have been moderately informed (e.g., 78.8% know that punitive use of behavioral management alone is not an effective intervention), although there is room for improvement (e.g., only 26.7% considered the role of heredity to be determinant). These data should be considered in planning the formation of the teaching class.Keywords: [ADHD, knowledge, gaps, teachers, children] Introdução Atualmente, a Perturbação de Hiperatividade/Défice de Atenção (PHDA) é vista como uma lifespan disorder, isto é, uma perturbação de caráter permanente, cuja génese é multifatorial, com forte predisposição genética e desregulação neurobiológica (Schmidt & Petermann, 2009). Estima-se que afete cerca de 5% das crianças (Erskine et al., 2013) e conhece-se o risco elevado destes sujeitos apresentarem dificuldades em âmbito escolar, em particular no que concerne ao seu rendimento académico (e.g., baixos resultados em testes padronizados da leitura e matemática) e comportamental (e.g., mais vezes expulsos da sala de aula), que resulta num maior índice de retenções ou em taxas mais baixas de conclusão de níveis académicos mais elevados (e.g., secundário e superior) (Loe & Feldman, 2007).Dado o prognóstico pouco favorável, torna-se essencial denunciar como e quem poderá ajudar estes alunos, no sentido de colmatar ou atenuar as suas dificuldades. Soroa, Balluerka e Gorostiaga (2012, p. 128-129) enumeram um conjunto de razões que justificam que os professores podem ser intervenientes essenciais no cumprimento deste desígnio, nomeadamente:(1) Os professores estão numa condição excecionalmente vantajosa para detetar possíveis casos de PHDA, pois podem distinguir com bastante precisão quando se trata de um padrão desenvolvimental normal e quando não o é; (2) O professor assume um papel determinante no estabelecimento do diagnóstico, as avaliações dos comportamentos que fazem das crianças, juntamente com as dos pais e outros resultados de testes, fazem parte da informação que permite a realização do diagnóstico; (3) Os professores são intervenientes imprescindíveis na implementação dos programa...

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“…Better informed teachers have more positive attitudes and conduct towards students with ADHD (Bekle, 2004;Ghanizadeh, Bahredar & Moeini 2006;Kos et al, 2006). Knowledge of ADHD, which is mainly acquired from specific training focused on the condition and previous exposure to children with it, seems to be associated with the level of confidence teachers have in their own abilities to respond to the needs of their students with ADHD (Bekle, 2004;Graczyk et al, 2005;Jarque et al, 2007;Kos et al, 2006).…”

Section: Adhd and Teachersmentioning

confidence: 99%

“…Various studies have shown that teachers, in general, have a moderate level of knowledge of ADHD and that is necessary that this level of knowledge be increased (Ghanizadeh et al, 2006;Grazyk et al, 2005;Jarque et al, 2007;Kos, Richdale & Jackson, 2004;Sciutto et al, 2000;West et al, 2005;White et al, 2011). Results vary depending on the research consulted.…”

Section: Adhd and Teachersmentioning

confidence: 99%

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

Soroa¹,

Balluerka²,

Gorostiaga³

2012

Contemporary Trends in ADHD Research

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Knowledge and attitudes towards attention deficit hyperactivity disorder among elementary school teachers

Cited by 132 publications

References 9 publications

The impact of training on teacher knowledge about children with an intellectual disability

The impact of training on teacher knowledge about children with an intellectual disability

Conhecimentos e Lacunas dos Professores do 1. º Ciclo acerca da PHDA

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

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