How teachers’ knowledge of attention deficit hyperactivity disorder makes difference in doctors’ diagnostic decisions and management?

Mohamed S Khalil, Elham Jenahi

Abstract

Objective: The teacher’s knowledge plays a key role in the process of assessing, screening, and diagnosing attention deficit hyperactivity disorder. This was a cross-sectional study aimed at surveying teachers’ knowledge about attention-deficit hyperactivity disorder, one of the most prevailing neurodevelopmental disorders.
Materials and Methods: One hundred and thirteen female elementary school teachers were randomly chosen from six regular female public and private schools in Al-Khobar in the Eastern Province of Saudi Arabia. They completed a self-reported questionnaire on their general “factual” knowledge of the nature of attention-deficit hyperactivity disorder, and the management “action knowledge” of the condition. Factors which might affect their knowledge were also examined.
Results: About 48.7% of the total sample had adequate factual knowledge, but only 27 (23.9%) showed adequate action knowledge about how to deal with attention-deficit hyperactivity disorder. Teachers’ knowledge of attention-deficit hyperactivity disorder (factual and action) was not significantly correlated with their years of experience, level of education (qualification) and duration of training in educational methodology.
Conclusion: It was concluded that teachers in female primary schools had inadequate knowledge about attention-deficit hyperactivity disorder. Implications and recommendation for health and educational professional are outlined.

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Keywords

study


APA Citation

, (). How teachers’ knowledge of attention deficit hyperactivity disorder makes difference in doctors’ diagnostic decisions and management?. Saudi J Med Med Sci , 3(2), 151-.