Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD: THE role of teaching experience

Psychology in the Schools (Impact Factor: 0.72). 07/2012; 49(6):511-525. DOI: 10.1002/pits.21617


Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD are compared across stages of Australian teachers' careers. Relative to pre-service teachers with (n = 218) and without (n = 109) teaching experience, in-service teachers (n = 127) show more overall knowledge of ADHD, more knowledge of characteristics and treatments for ADHD, and higher perceived knowledge. In-service teachers reported less favorable emotion about teaching children with ADHD than did pre-service teachers without experience and more favorable behaviors than pre-service teachers with experience. Groups did not differ in knowledge of causes of ADHD, overall attitudes, stereotypical beliefs, and beliefs about teaching children with ADHD. Identification of knowledge gaps and ambivalent attitudes will guide pre-service and in-service training courses. (C) 2012 Wiley Periodicals, Inc.

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    • "2008 ; Sciutto , Terjesen , and Bender Frank 2000 ) . In general , knowledge improves with experience , specifically in relation to experiences with children with ADHD in classroom ( Anderson et al. 2012 ; Kos , Richdale , and Hay 2006 ; White et al . 2011 ) . "

    Emotional and Behavioural Difficulties 08/2015; DOI:10.1080/13632752.2015.1069086
    • "both sample groups had low knowledge concerning diet and ADHD. Bekle (2004) revealed the existence of knowledge gaps for both teachers and undergraduate students, with inservice teachers appearing to have a better knowledge of ADHD than the students , whereas Anderson et al. (2012) found results comparable to the previous two studies. Anderson et al. found that preservice teachers both with and without teaching experience had approximately the same knowledge of ADHD, scoring 52.2% and 52.9%, respectively, which was significantly lower than inservice teachers, who averaged 60.2%. "
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    ABSTRACT: Attention-deficit/hyperactivity disorder, its diagnosis and its treatment have been controversial since the 1970s (Kean, 2012), with opinions differing with respect to the diagnostic process, whether it in fact exists, or if it is an excuse for poor parenting and teaching (Maras, Redmayne, Hall, Braithwaite, & Prior, 1997). There are currently few studies that directly examine demographic characteristics as an indicator of teacher knowledge of ADHD and their attitudes towards ADHD-type behaviours. In this pilot study of teachers in Sydney public schools, we examined teacher knowledge about ADHD, their attitudes towards students who exhibit behaviours associated with ADHD, and the impact of demographic characteristics on their opinions and attitudes. We set out to discover the levels of overall knowledge teachers possess regarding ADHD, the attitudes teachers hold towards ADHD and its associated inattentive/hyperactive behaviours, and if any demographic characteristics can predict these attitudes. Exploratory factor analysis and multiple regression analysis were performed to establish the existence of groups of variables with respect to teacher knowledge of ADHD and teacher attitudes towards ADHD-type behaviours and any demographic predictors of teacher attitudes. Analysis showed that, overall, teachers exhibit an adequate (50–85% correct responses to knowledge test questions) knowledge of ADHD, but less sound knowledge in some areas than others, for example, aetiology. Analysis also demonstrated that there are some significant demographic predictors of teacher attitudes; however, further research is needed to verify these preliminary findings.
    Australasian Journal of Special Education 07/2015; 39(01):1-22. DOI:10.1017/jse.2014.18
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    • "This study also discussed a number of paradoxes that attest to the multifaceted view of ADHD; for example, Chinese teachers endorse a biological explanation for ADHD, yet they believe that the children's personal responsibility is a way of coping with it (Norvilitis & Fang, 2005). With regard to the relationship between the years of teaching experience and attitudes, Anderson et al. (2012) found the following interesting paradox: more teaching experience was correlated with less favorable affect and more favorable behaviors toward children with ADHD. According to the authors, these results suggest that teachers are ambivalent toward children with ADHD. "
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    ABSTRACT: Teachers' perceptions of attention deficit hyperactivity disorder (ADHD) can influence the diagnostic rates of the disorder and the management of children in schools. This study investigated the knowledge and perceptions of ADHD in a sample of 589 Italian primary school teachers using a self-report questionnaire that included the ADHD perceptions questionnaire (Norvilitis & Fang, 2005) and the ADHD knowledge scale (Jerome, Gordon, & Hustler, 1994). The results showed that Italian teachers had a moderate level of knowledge, that their perceptions of ADHD were ambivalent, that their teaching experience was not positively correlated with their perceptions and knowledge of ADHD, and that receiving specialized information about ADHD had a limited influence on their perceptions. These findings suggest that perceptions are more than a matter of knowledge and should be addressed with regard to deep cultural values and representations. The educational and psychological implications of these results are discussed; particular attention is given to the importance of understanding the social context of ADHD and taking into consideration the teachers' perceptions of ADHD in the organization of training. Future research should address the role of children's gender in influencing perceptions of ADHD as well as the perceptions of parents and siblings.
    06/2014; 2(2):126-136. DOI:10.1080/21683603.2013.878677
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