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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    • "There is however more to this than meets the eye. In addition to promoting positive attitude and sense of competence (e.g., Anderson, Watt, Noble, & Shanley, 2012; Kos et al., 2006), a teacher's informed knowledge and experience of ADHD may also promote less favourable emotions towards and expectations of diagnosed children as well as less confidence in his/her own competence to manage the behaviour (Anderson et al., 2012; Kos et al., 2006; Ohan, Cormier, Hepp, Visser, & Strain, 2008). Furthermore, knowledge of ADHD may increase teachers' perception of ADHD symptoms as being disruptive in the classroom (Greene, Beszterczey, Katzenstein, Park, & Goring, 2002; Ohan et al., 2008) guiding thus their perception of behaviour in terms of dysfunction that may otherwise have assumed a framing of " normality " (as individual differences). "
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    • "This pattern of results has been documented consistently using a variety of knowledge measures and in multiple countries (D. L. Anderson et al., 2012; Herbert, Crittenden, & Dalrymple, 2004; Jerome et al., 1994; Ohan et al., 2008; Perold et al., 2010; Sciutto et al., 2004, 2000; Vereb & DiPerna, 2004; West et al., 2005). "
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    ABSTRACT: Attention-Deficit/Hyperactivity Disorder (ADHD) is among the most prevalent disorders of childhood and adolescence worldwide. Teachers are likely to play an important role in multiple stages of the help-seeking process (e.g., problem recognition) for children with ADHD. This study examined the relationship of prior exposure and ADHD training with teachers’ knowledge and misconceptions of the disorder in a multinational sample. Teachers (N = 2,307) from nine countries (Czech Republic, Germany, Greece, Iraq, the Republic of Korea, Saudi Arabia, South Africa, United States, and Vietnam) completed measures of ADHD knowledge, prior exposure, and education/training related to ADHD. There was considerable variability in overall levels of knowledge and specific misconceptions across the countries sampled. Although the predictors of ADHD knowledge varied considerably across countries, some form of professional training and prior exposure to ADHD was associated with greater knowledge in the majority of countries. Implications for teacher training and the role teachers can play in the help-seeking process are discussed.
    Full-text · Article · Nov 2015
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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 ) . "
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    ABSTRACT: Student teachers’ knowledge about children with attention deficit hyperactivity disorder (ADHD) and depression and its relations to reporting experiencing emotions during teaching practice were studied. The participants were 186 teacher education students in Estonia. Student teachers’ general knowledge and confidence in knowledge varied a lot. Knowledge about children with ADHD was generally limited. Knowledge and confidence in knowledge were negatively related to reporting negative emotions (anxiety, anger, shame) experienced during teaching practice. Findings are discussed, taking into account recent changes in scientific knowledge about ADHD and depression and democratic changes in schools. As knowledge of special educational needs has become important due to applying inclusive education, the findings also refer to the need for modifications in teacher education curricula.
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