Pay Attention to This: A Knowledge Translation Study of ADHD and its Brain Basis to Preservice and In-Service Teachers

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH
Kathryn Isenor, Erin L. Mazerolle, Conor Barker
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Abstract

The purpose of the present study was to develop a knowledge translation (KT) activity for educators about the brain in children and adolescents with attention deficit hyperactivity disorder (ADHD). The goal was to increase our participants’ knowledge about ADHD and its brain basis. In addition to neuroscience content, the KT activity included the personal story of the lead researcher’s lived experience with ADHD to provide context, and to inform the participants’ perceptions of ADHD. Framed in an action research paradigm, our study undertook three cycles of reflection, planning, action, and observation to develop and improve a knowledge translation activity. The knowledge translation activity was presented to 48 preservice and in-service teachers and members of the public across Canada, with a mixed methods approach to evaluate the outcomes. The findings demonstrated that this knowledge translation activity was effective in enhancing participant knowledge about ADHD. Quantitively, a non-significant trend was observed that participants shifted their perceptions from social and behavioural causes to brain-based causes of ADHD. Qualitatively, the participants indicated making connections between the personal story and neuroscience. Effective KT requires a review of context vocabulary and opportunity for teacher interaction. Teachers are aware of several behavioural management strategies but do not have a clear idea of how or why they work. Teaching neuroscience to teachers allows for a discussion of neurodiversity and a strength-based approach to programming and accommodation. This research could help guide future knowledge translation research into the benefits of combining personal lived experience with neuroscience content. Keywords: knowledge translation, neuroscience, attention deficit hyperactivity disorder, lived experience, storytelling, action research, neurodiversity
注意这一点:ADHD的知识翻译研究及其对职前和在职教师的脑基础
本研究的目的是为教育工作者开发一种关于儿童和青少年注意缺陷多动障碍(ADHD)大脑的知识翻译(KT)活动。目的是增加我们的参与者对多动症及其大脑基础的认识。除了神经科学内容外,KT活动还包括首席研究员的ADHD生活经历的个人故事,以提供背景,并告知参与者对ADHD的看法。在行动研究范式的框架下,我们的研究经历了反思、计划、行动和观察三个周期,以发展和改进知识翻译活动。知识翻译活动被呈现给加拿大各地的48名职前和在职教师以及公众成员,并采用混合方法来评估结果。研究结果表明,这种知识转化活动有效地提高了参与者对ADHD的认识。从数量上看,观察到一个不显著的趋势,即参与者将他们对多动症的看法从社会和行为原因转向了基于大脑的原因。定性地说,参与者表示将个人故事与神经科学联系起来。有效的KT需要回顾语境词汇和教师互动的机会。教师知道一些行为管理策略,但不清楚它们是如何或为什么起作用的。向教师教授神经科学允许讨论神经多样性和基于力量的编程和适应方法。这项研究可以帮助指导未来的知识翻译研究,将个人生活经验与神经科学内容结合起来。关键词:知识翻译,神经科学,注意缺陷多动障碍,生活经验,讲故事,行动研究,神经多样性
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来源期刊
Research in Education
Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.30
自引率
7.70%
发文量
9
期刊介绍: Research in Education has an established focus on the sociology and psychology of education and gives increased emphasis to current practical issues of direct interest to those in the teaching profession.
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