What Do Primary and Secondary School Teachers Know About ADHD in Children? Findings From a Systematic Review and a Representative, Nationwide Sample of Danish Teachers.
J Atten Disord
; 23(3): 206-219, 2019 02.
Article
en En
| MEDLINE
| ID: mdl-26297913
ABSTRACT
OBJECTIVE:
To identify what primary and secondary school teachers know about ADHD in children and, furthermore, to identify which factors predict their knowledge.METHOD:
A 29-item questionnaire about ADHD was distributed to a random, nationwide, and representative sample of Danish primary and secondary school teachers. Data were analyzed descriptively and by hierarchical regression analysis.RESULTS:
A total of 528 teachers were included. Most teachers identified the symptoms of ADHD (79%-96%) and effective classroom intervention strategies (75%-98%). However, knowledge about other characteristics, etiology, prognosis, and treatment was inconsistent, for example, only 56% and 17% correctly rejected diet as a cause and effective treatment for ADHD. Among the strongest predictors for correct knowledge was having been provided postgraduate education about ADHD.CONCLUSION:
Teachers require knowledge about ADHD to successfully include and manage children with ADHD and, additionally, to ensure positive working environments for teachers and support constructive school-home working collaborations.Palabras clave
Texto completo:
1
Colección:
01-internacional
Banco de datos:
MEDLINE
Asunto principal:
Trastorno por Déficit de Atención con Hiperactividad
/
Conocimientos, Actitudes y Práctica en Salud
Tipo de estudio:
Diagnostic_studies
/
Prognostic_studies
/
Qualitative_research
/
Systematic_reviews
Límite:
Child
/
Female
/
Humans
/
Male
País/Región como asunto:
Europa
Idioma:
En
Revista:
J Atten Disord
Asunto de la revista:
PSICOLOGIA
/
PSIQUIATRIA
Año:
2019
Tipo del documento:
Article
País de afiliación:
Dinamarca