Knowledge, Attitude, and Behavioural Practice of Elementary Teacher of ADHD Children: Impact of an Educational Intervention

Khalil, Amal; Alshareef, Faten Ahmed; Alshumrani, Halemah Ghoneem

doi:10.11648/j.ajns.20190806.17

Cited by 5 publications

(2 citation statements)

References 23 publications

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“…Similarly, an Australian study showed that short professional interventions might improve teachers' understanding of ADHD (Latouche and Gascoigne, 2019). According to research findings in Saudi Arabia, teachers' training was successful in increasing their awareness of ADHD (Khalil et al, 2019). This shows the importance and effectiveness of educational intervention for teachers regarding ADHD, since they are important unofficial sources of information for others, and can expand ADHD knowledge among their peers, parents, etc.…”

Section: Discussionmentioning

confidence: 96%

The Effect of Educational Intervention on Teachers’ Knowledge of Attention-Deficit Hyperactivity Disorder

et al. 2023

Egypt. J. Occup. Med.

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Introduction: Attention-deficit/hyperactivity disorder (ADHD) symptoms have a negative impact on children's cognitive, emotional, behavioral, social, and academic performance. Therefore, greater focus should be directed toward increasing awareness of this condition. Aim of Work: To evaluate the effect of an interventional educational program focused on ADHD knowledge among elementary school teachers. Materials and Methods: A Randomized Controlled Trial was conducted among 72 elementary school teachers in the Zagazig educational administration, Sharkia governorate, Egypt, during the second term of the 2021-2022 school year. Sample participants were selected from the elementary schools' teacher lists provided by the educational administration using a simple randomizing technique and were divided into two groups. Each group (control and intervention) included 36 teachers assigned in matched pairs. Both groups had their knowledge regarding ADHD assessed using a predesigned scale (Knowledge of Attention Deficit Disorders Scale) (KADDS) and were reevaluated three months later after the educational intervention was administered to the intervention group. Results: A statistically significant improvement was observed among teacher knowledge regarding ADHD postintervention in the intervention group compared to the control (p = 0.001). Conclusion and Recommendations:Educational interventions significantly improved teachers' understanding of ADHD and will allow them to better support students who have ADHD. The possibility of incorporating an ADHD knowledge enhancement program into teacher education and preparation programs should be considered.

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Section: Discussionmentioning

confidence: 96%

The Effect of Educational Intervention on Teachers’ Knowledge of Attention-Deficit Hyperactivity Disorder

et al. 2023

Egypt. J. Occup. Med.

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“…Research on elementary teachers' knowledge, attitudes, and behavioral practices about ADHD was conducted by Khalil et al in 2019 in an effort to determine the efficacy of educational interventions in enhancing primary school teachers' understanding of attitudes towards, and behavioral practices related to ADHD students. The study employed a one-group pre-post test as part of a quantitative quasi-experimental strategy to accomplish its objectives.…”

Section: Empirical Reviewmentioning

confidence: 99%

Perception of Teachers on Students with Attention Deficit Hyperactivity Disorder (ADHD): A Sociological Investigation

2023

IJSSES

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Attention Deficit Hyperactivity Disorder (ADHD) has been discovered to be prevalent among children of school age, most especially in rural areas in developing countries, and Nigeria is not an exception. This study investigated, sociologically, the awareness level of some primary school teachers about students with attention deficit hyperactivity disorder (ADHD), the various challenges faced, and the coping mechanisms employed by the teachers to address the situation of students with ADHD in Ago-Iwoye, Nigeria.The study was predicated on the Dynamic Developmental Theory (DDT) of Attention Deficit Hyperactivity Disorder (ADHD). The study was conducted in a rural community (Ago-Iwoye), which has limited basic infrastructural facilities. Being an exploratory study, data were collected through a qualitative instrument (an in-depth interview guide) designed by the researchers. Through purposive sampling, in-depth interviews were conducted with 18 respondents from two prominent primary schools with a large number of pupils with ADHD (Imere Primary School and Love Epistle Primary School) in Ago-Iwoye, Ogun State, Nigeria. The data was transcribed, and the content was analyzed. Findings showed that teachers were unaware of what ADHD is but have had encounters with students whoshowed the symptoms at one point or another during their line of service. Also, the teachers were not aware of the professional treatment rendered to students with ADHD, thus facing several challenges dealing with such students and, as a result, treating pupils who passed through their classes like every other conventional educator.The study concluded teachers had no knowledge of students with ADHD and merely treated their symptoms with unfounded judgment. The study recommended that special education experts be recruited in every educational institution to cater to children who experience ADHD and aid their socialization in the school environment.

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Effectiveness of a Long-Term Training Programme for Teachers in Attention-Deficit/Hyperactivity Disorder on Knowledge and Self-Efficacy

et al. 2021

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The active participation of teachers in the process of diagnosis and intervention of Attention-Deficit/Hyperactivity Disorder (ADHD) is relevant to helping mitigate future problems in children with ADHD. In training programmes, teachers usually implement strategies to improve the child’s functioning after participating in an ADHD management-training programme. However, they receive little psycho-educational training and coaching and have low-to-moderate levels of knowledge of the disorder, mostly in terms of training in classroom management strategies. This study analyses the effectiveness of training in increasing knowledge and perceived self-efficacy with regard to ADHD in 40 primary school teachers. Twenty of these teachers participated in a long-term psycho-educational training programme on the management of ADHD (intervention multimodal group), while the other 20 did not (control group). The results of the post-treatment phase revealed statistically significant differences between the two groups of teachers with regard to their knowledge (Z = −5.427; p = 0.000; d = 0.89) and perceived self-efficacy (Z = −5.150; p = 0.000; d = 0.79), in favour of the participants who had received training. Our findings have important implications for the design of training programmes for teachers in the management of ADHD in the classroom.

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Knowledge, Attitude, and Behavioural Practice of Elementary Teacher of ADHD Children: Impact of an Educational Intervention

Cited by 5 publications

References 23 publications

The Effect of Educational Intervention on Teachers’ Knowledge of Attention-Deficit Hyperactivity Disorder

The Effect of Educational Intervention on Teachers’ Knowledge of Attention-Deficit Hyperactivity Disorder

Perception of Teachers on Students with Attention Deficit Hyperactivity Disorder (ADHD): A Sociological Investigation

Effectiveness of a Long-Term Training Programme for Teachers in Attention-Deficit/Hyperactivity Disorder on Knowledge and Self-Efficacy

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