1887
  1. Home
  2. A-Z Publications
  3. Near and Middle Eastern Journal of Research in Education
  4. Volume 2013, Issue 1
  5. Article
Volume 2013, Issue 1
  • EISSN: 1703-1958

Abstract

The presence of Attention Deficit Hyperactivity Disorder (ADHD) is similar to other neurological disorders of the brain in that it lacks a simple specific blood or other straightforward test to confirm the disorder. Parent and teacher rating scales are the standard measure of the presence of ADHD. Most referrals to medical professionals for an ADHD assessment are made by the student's teacher. Qatar schools are staffed differently than other countries in the region, with less than 25% of teachers being local Qataris. Given the appointment of teachers from surrounding nations, there is a lack of quality control for teacher preparation with each nation setting their own standards for teacher education and professional development. Without adequate knowledge of ADHD, teachers may not be able to accurately complete the teacher rating scales needed by medical professionals to assist in confirming a diagnosis of ADHD. Therefore, it is important that teachers understand the characteristics of ADHD, and that ADHD is a neurobiological disorder. This descriptive study explores teacher knowledge and perceptions of ADHD. The instrument for this study was derived from the Knowledge of Attention Deficit Disorders Scale (KADDS) adapted to fit the local Qatari context and study objectives. Participants were recruited from a random sample of Qatar Independent Schools. Frequency distributions and t-tests were conducted to determine ranges of responses, and relationships between responses and four demographic variables. Results are reported for demographics, teacher knowledge and teacher perceptions and beliefs. The results suggest that current clinical and scientific knowledge of the symptoms, causes and treatment of ADHD is not included in teacher preparation or professional development programs. Thus the ability of teachers to assess eligible students and to monitor medications for students with ADHD comes under question. Promising results include the fact that many teachers reported that they did not know the answers to more than 35% of the survey questions and therefore their knowledge and attitudes may be more readily influenced through workshops and in service programs.

© 2013 Bradshaw, Kamal, licensee Bloomsbury Qatar Foundation Journals.
Loading

Article metrics loading...

/content/journals/10.5339/nmejre.2013.5
2013-11-01
2024-11-13
Loading full text...

Full text loading...

/deliver/fulltext/nmejre/2013/1/nmejre.2013.5.html?itemId=/content/journals/10.5339/nmejre.2013.5&mimeType=html&fmt=ahah

References

  1. Amercian Psychiatric Assosication. Diagnostic and statistical manual of mental disorders. 5th ed. Arlington, VA: American Psychiatric Publishing 2013.
     [Google Scholar]
  2. CDC. Increasing prevalence of parent-reported attention-deficit/Hyperactivity hisorder among children — United States, 2003 and 2007. MMWR, 2010;59(44).
  3. Bener A, Qahtani R, Abdelaal I. The prevalence of ADHD among primary school children in an Arabian society. J Attention Disord. 2006; 10:1:77–82, http://dx.doi.org/10.1177/1087054705284500 .
     [Google Scholar]
  4. Qiu M, Ye Z, Li Q, Liu G, Xie B, Wang J. Changes of brain structure and function in ADHD children. From the issue entitled “Special Issue: Brain function across the lifespan.”. Brain Topogr. 2011; 24:3-4:243–252, http://dx.doi.org/10.1007/s10548-010-0168-4 .
     [Google Scholar]
  5. Wolosin SM, Richardson ME, Hennessey JG, Denckla MB, Mostofsky SH. Abnormal cerebral cortex structure in children with ADHD. Hum Brain Mapp. 2009; 30::175–184, http://dx.doi.org/10.1002/hbm.20496 .
     [Google Scholar]
  6. Zhang L, Chang S, Li Z, Zhang K, Du Y, Ott J, Wang J. ADHD gene: a genetic database for attention deficit hyperactivity disorder. Nucleic Acids. 2012; 40:D1:D1003–D1009, Published online 2011 November 10. http://dx.doi.org/10.1093/nar/gkr992 .
     [Google Scholar]
  7. American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders: DSM-IV-TR. Washington: American Psychiatric Association 2000.
     [Google Scholar]
  8. Gezait KM, Mey SC, Abdullah MNLY. Aggressive behavior among adolescents in Arab schools: a review paper. Int J Bus Innovat. 2013; 1:1:25–36, ISSN: 2309-0693. Retrieved 9/15/2013 at: http://www.ircfirm.org/admin/publication/Aggressive%20Behaviour%20Among%20Adolescents%20in%20Arab%20Schools_%20Gezait.pdf .
     [Google Scholar]
  9. Nydell MK. Understanding Arabs: A contemporary guide to modern times. 5th ed. London: Nicholas Brealey Publishing 2012;. ISBN-10: 0983955808.
     [Google Scholar]
  10. Matza LS, Paramore C, Prasad M. A review of the economic burden of ADHD. Cost Eff Resour Alloc. 2005; 3::5. http://dx.doi.org/10.1186/1478-7547-3-5 .
     [Google Scholar]
  11. Hepperlen TM, Clay DL, Henly GA, Barke CR. Measuring teacher attitudes and expectations toward students with ADHD: development of the test of knowledge about ADHD (KADD). J Attention Disord. 2002; 5:3:133–142, [PMID: 11911006].
     [Google Scholar]
  12. American Academy of Pediatrics. ADHD: clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics. 2011; 128:5:1007–1022, http://dx.doi.org/10.1542/peds.2011-2654 .
     [Google Scholar]
  13. Pelham WE, Gnagy EM, Greenslade KE, Milich R. Teacher ratings of DSM-III-R symptoms for the disruptive behavior disorders. J Am Acad Child Adolesc Psychiat. 1992; 31:2:210–218.
     [Google Scholar]
  14. Vereb RL, Diperna JC. Teachers' knowledge of ADHD, treatments for ADHD, and treatment acceptability: an initial investigation. School Psychol Rev. 2004;33.
     [Google Scholar]
  15. Greene RW, Beszterczey SK, Katzenstein T, Park K, Goring J. Are students with ADHD more stressful to teach? Patterns of teacher stress in an elementary school sample. J Emot Behav Disord. 2010; 10:2:79–89, http://dx.doi.org/10.1177/10634266020100020201 .
     [Google Scholar]
  16. Craig WM, Pepler DJ. Identifying and targeting risk for involvement in bullying and victimization. Can J Psychiat. 2003; 48::577–582, [PubMed: 14631877].
     [Google Scholar]
  17. Kendall J. Sibling accounts of attention deficit hyperactivity disorder (ADHD). Fam Process. 1999; 38:1:117–136, http://dx.doi.org/10.1111/j. 1545-5300.1999.00117.x .
     [Google Scholar]
  18. Pololski C, Nigg JT. Parent stress and coping in relation to child ADHD severity of associated child disruptive behaviour problems. J Clin Child Psychol. 2001; 30::503–513.
     [Google Scholar]
  19. Sciberras E, Efron D, Iser A. The child's experience of ADHD. J Attention Disord. 2011; 15:4, Published online Dec, 2010. http://dx.doi.org/10.1177/1087054710361671 .
     [Google Scholar]
  20. Supreme Education Council (SEC). Education for a New Era. Doha, Qatar: Qatar Government 2011;. http://www.english.education.gov.qa/ .
     [Google Scholar]
  21. Armstrong T. ADD/ADHD Alternatives in the Classroom. Virginia: Association for Supervision & Curriculum Development 1999;. ISBN-13: 978-0871203595.
     [Google Scholar]
  22. Punch KF. Survey Research: The Basics. London: Sage 2003.
     [Google Scholar]
  23. Sciutto MJ, Terjesen MD, Bender Frank AS. Teachers' knowledge and misperceptions of attention-deficit/hyperactivity disorder. Psychol Schools. 2000; 37:2:115–123.
     [Google Scholar]
  24. Soroa M, Gorostiaga A, Balluerka N. Review of tools used for assessing teachers' level of knowledge with regards attention deficit hyperactivity disorder (ADHD). In: Banerjee S, ed. Attention Deficit Hyperactivity Disorder in Children and Adolescents. 2013;. Retrieved 9/10/13 from http://dx.doi.org/10.5772/54277 .
     [Google Scholar]
  25. Kos JM, Richdale AL, Jackson MS. Knowledge about attention- deficit/hyperactivity disorder: a comparison of in-service and preservice teachers. Psychol Schools. 2004; 41:5:517–526, http://dx.doi.org/10.1002/pits.10178 .
     [Google Scholar]
  26. Perold M, Louw C, Kleynhaans S. Primary school teachers' knowledge of attention deficit hyperactivity disorder (ADHD). South African J Educ. 2010; 30::457–473.
     [Google Scholar]
  27. Baxter LA, Babbie ER. The basics of communication research. Belmont, CA: Thomson Learning 2004.
     [Google Scholar]
  28. Stevens J, Quittner AL. Factors influencing elementary school teachers' ratings of ADHD and ODD behaviors. J Clin Child Psychol. 1998; 27:4:406–414, http://dx.doi.org/10.1207/s15374424jccp2704_4 .
     [Google Scholar]
  29. Glass CS, Wegar K. Teacher perceptions of the incidence and management of attention deficit hyperactivity disorder. Education. 2000;:0013–1172.
     [Google Scholar]
  30. Barbaresi WJ, Olsen RD. An ADHD educational intervention for elementary schoolteachers: a pilot study. J Dev Behav Pediatr. 1998; 19:2:94–100, http://dx.doi.org/10.1097/00004703-199804000-00005 .
     [Google Scholar]
  31. Davis CC, Claudius M, Palinkas LA, Wong JB, Leslie LK. Putting families in the center: family perspective on decision making and ADHD and implications for ADHD care. J Attention Disord. 2012; 16:8:675–684, 10/5/2011, http://dx.doi.org/10.1177/1087054711413077 .
     [Google Scholar]
  32. Barnard L, Stevens T, Lo YM, Lan WY, Muslow M. The importance of ADHD subtype classification for education applications of DSM-IV. J Attention Disord. 2010; 13::573–583.
     [Google Scholar]
  33. Advocat C. What exactly are the benefits of stimulants for ADHD? J Attention Disord. 2009; 12::495–498, http://dx.doi.org/10.1177/1087054708329781 .
     [Google Scholar]
  34. Langberg JM, Becker SP. Does long-term medication use improve the academic outcomes of youth with attention-deficit/hyperactivity disorder? Clin Child Fam Psychol Rev. 2012; 15:3:215–233, http://dx.doi.org/10.1007/s10567-012-0117-8 .
     [Google Scholar]
  35. Scheffler RM, Brown TT, Fulton BD, Hinshaw SP, Levine P, Stone S. Positive association between attention-deficit/hyperactivity disorder medication use and academic achievement during elementary school. Pediatrics. 2009; 123::1273–1279.
     [Google Scholar]
  36. Snider VE, Busch T, Arrowood L. Teacher knowledge of stimulant medication and ADHD. Rem Spec Educ. 2003; 24:1:46–56, http://dx.doi.org/10.1177/074193250302400105 .
     [Google Scholar]
  37. Ryan JB, Reid R, Ellis C. Special educators' knowledge regarding psychotropic interventions for students with emotional and behavioral disorders. Rem Spec Educ. 2008; 29:5:269–279, http://dx.doi.org/10.1177/0741932507313015 .
     [Google Scholar]
/content/journals/10.5339/nmejre.2013.5
Loading
Teacher knowledge, training and acceptance of students with ADHD in their classrooms: Qatar case study
Near and Middle Eastern Journal of Research in Education 2013, 5 (2013); https://doi.org/10.5339/nmejre.2013.5
/content/journals/10.5339/nmejre.2013.5
/content/journals/10.5339/nmejre.2013.5
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): ADHD, Attention Deficit Hyperactivity Disorder, inclusion and teachers education

Most Cited Most Cited RSS feed

This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error