Knowledge about attention deficit hyperactivity disorder among primary school teachers in Dubai

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2021-11-05 DOI:10.1080/21683603.2021.1980474

Mohammed Bardi, N. Ghader, Hira AbdulRazzak, M. Alkuwari, L. Itani, Ateeq A. Qureshi, P. Young

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引用次数: 1

Abstract

ABSTRACT Teachers play a crucial role in the diagnosis and management of children with attention deficit hyperactivity disorder (ADHD). In the United Arab Emirates (UAE), teachers’ understanding of this condition has not been evaluated so far. Our study included teachers (n = 394) from 25 randomly selected primary schools in Dubai with the purpose of evaluating levels of knowledge about ADHD. Participants were asked to complete the “Knowledge of Attention Deficit Disorder Scale” (KADDS). On average, teachers showed knowledge on about half of the items in the questionnaire (48.2%), with the highest level of knowledge reported on the subscale related to symptoms/diagnosis (65.7%). We identified specific characteristics of ADHD where teachers’ understanding could be improved through training programs. This is important since awareness about the characteristics of ADHD supports the early detection of the disorder and also helps the learning environment for children with the condition.

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迪拜小学教师对注意缺陷多动障碍的认知

摘要教师在注意力缺陷多动障碍（ADHD）儿童的诊断和治疗中起着至关重要的作用。在阿拉伯联合酋长国（UAE），教师对这种情况的理解迄今尚未得到评估。我们的研究包括来自迪拜25所随机选择的小学的教师（n=394），目的是评估多动症的知识水平。参与者被要求完成“注意力缺陷障碍知识量表”（KADDS）。平均而言，教师对问卷中约一半的项目表现出了知识（48.2%），其中与症状/诊断相关的分量表的知识水平最高（65.7%）。我们确定了多动症的具体特征，教师的理解可以通过培训计划来提高。这一点很重要，因为对多动症特征的认识有助于早期发现这种疾病，也有助于改善患有这种疾病的儿童的学习环境。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.