Teachers' knowledge and misperceptions of Attention-Deficit/hyperactivity disorder

Sciutto, Mark J.; Terjesen, Mark D.; Frank, Allison S. Bender

doi:10.1002/(sici)1520-6807(200003)37:2<115::aid-pits3>3.0.co;2-5

Cited by 195 publications

(369 citation statements)

References 15 publications

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“…Previous studies have found mean percentages for correct answers on ADHD knowledge questionnaires to range from 48% to 76% (Jerome, Gordon, & Hustler, 1994;Kos et al, 2004;Ohan et al, 2008;Sciutto et al, 2000). Variations in results may reflect methodological and measurement issues related to scale development and construct definitions (Kos et al, 2006).…”

Section: Teacher Knowledgementioning

confidence: 96%

“…Variations in results may reflect methodological and measurement issues related to scale development and construct definitions (Kos et al, 2006). Although no direct relationship was found between ADHD treatment knowledge and treatment acceptability (Power, Hess, & Bennett, 1995), experience teaching children with ADHD has been positively related to higher levels of knowledge (Jerome et al, 1994;Kos et al, 2004;Sciutto et al, 2000). Ohan et al (2008) grouped a sample of Australian teachers into high, average, and low categories of knowledge based on their responses to an ADHD knowledge survey.…”

Section: Teacher Knowledgementioning

confidence: 99%

Section: Teacher Knowledgementioning

confidence: 99%

“…The two most widely-used scales are those developed by Jerome (1994) and Sciutto et al (2000). The current study uses Sciutto et al's (2000) Knowledge of Attention Deficit Disorders Scale (KADDS) for several reasons. First, unlike the Jerome (1994) scale, the KADDS includes a "Don't Know" answer choice in addition to the true-false format, which reduces the likelihood of chance guessing and distinguishes misconceptions from guesses.…”

Section: Teacher Knowledgementioning

confidence: 99%

“…Each of these three variables have been studied (e.g. Ohan, Cormier, Hepp, Visser, & Strain, 2008;Sciutto, Terjesen, & Bender Frank, 2000;Tschannen-Moran & Hoy, 2007;Vereb & DiPerna, 2004); however, this is the first study to explore the relationships among all three variables.…”

mentioning

confidence: 99%

See 4 more Smart Citations

Effects of Teacher Factors on Expectations of Students With ADHD

Legato

2010

PsycEXTRA Dataset

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Section: Teacher Knowledgementioning

confidence: 96%

Section: Teacher Knowledgementioning

confidence: 99%

Section: Teacher Knowledgementioning

confidence: 99%

Section: Teacher Knowledgementioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Effects of Teacher Factors on Expectations of Students With ADHD

Legato

2010

PsycEXTRA Dataset

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Knowledge about Attention‐Deficit/Hyperactivity Disorder: A comparison of in‐service and preservice teachers

Kos

Richdale

Jackson

2004

Psychology in the Schools

110

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Attention-Deficit/Hyperactivity Disorder (ADHD) is a common childhood disorder, yet relatively little research has assessed teachers' knowledge of this disorder or how teacher characteristics affect such knowledge. There also is a dearth of research comparing in-service and preservice teachers' knowledge about ADHD. The aims of this study were (a) to investigate the relationships between various teacher characteristics and teachers' knowledge about ADHD, and (b) to compare perceived and actual ADHD knowledge across in-service and preservice primaryschool teachers. Participants included 120 primary-school teachers and 45 final-year education undergraduates who were asked to complete a questionnaire. Two of the five hypotheses were supported: (a) that knowledge would be significantly correlated with experience in teaching a child with ADHD and (b) that in-service teachers would obtain higher scores than preservice teachers on the actual knowledge (about ADHD) questionnaire. Implications stemming from this research include ensuring that teachers receive more training about ADHD and greater exposure to students with ADHD in the classroom. Overall, this study highlighted that deficits in teachers' knowledge about ADHD are common for both in-service and preservice teachers.

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Efficacy of teacher in‐service training for attention‐deficit/hyperactivity disorder

Jones

Chronis‐Tuscano

2008

Psychology in the Schools

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Children with attention-deficit/hyperactivity disorder (ADHD) evidence many problems in the classroom. Teacher in-service training is routinely used to inform school professionals about a number of special topics; however, the efficacy of such in-service training for ADHD has not been established. The present study examined the efficacy of brief in-service training focused on evidence-based assessment and treatment of ADHD. Teachers from six schools (N = 142) in the Washington, DC, metropolitan area were randomly assigned at the school level to receive inservice training immediately or to a waitlist control group that received in-service training 1 month later. Measures of ADHD knowledge and use of behavior modification techniques were obtained at pre-and post-in-service intervention. Results indicated that the in-service training resulted in increased ADHD knowledge. Special education teachers also reported increased use of behavior modification techniques resulting from the in-service training. Clinical and research implications are presented. C 2008 Wiley Periodicals, Inc.

show abstract

Teachers' knowledge and misperceptions of Attention-Deficit/hyperactivity disorder

Cited by 195 publications

References 15 publications

Effects of Teacher Factors on Expectations of Students With ADHD

Effects of Teacher Factors on Expectations of Students With ADHD

Knowledge about Attention‐Deficit/Hyperactivity Disorder: A comparison of in‐service and preservice teachers

Efficacy of teacher in‐service training for attention‐deficit/hyperactivity disorder

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