[Factors related to teacher knowledge about attention-deficit/hyperactivity disorder].

Abstract

INTRODUCTION\nStudies on teachers knowledge about attention deficit/hyperactivity disorder (ADHD) are not abundant in the literature. The little research done indicates low or moderate scores.\n\n\nAIM\nTo examine the knowledge of Childhood, Primary, and Secondary Education teachers on ADHD, as well as to study possible differences attributable to the previous training, the experience in the disorder and other sociodemographic variables.\n\n\nSUBJECTS AND METHODS\nA sample of 130 teachers from the Region of Murcia (Spain) was administered a knowledge questionnaire about ADHD and sociodemographic variables were recorded.\n\n\nRESULTS\nThe teachers answered correctly to more than half of the items in the questionnaire (63,9%). The Symptoms/Diagnostic scale reached the highest percentage of correct answers (69,1%) and the Etiology scale the lowest (32%). The female teachers showed superior knowledge to the male teachers in all dimensions of the questionnaire. Those teachers who had received training on the disorder presented a higher level of knowledge. In addition, teachers who had previous professional experience showed superior knowledge than those without such experience. According to the teaching specialty, no statistically significant differences were obtained almost in any of the dimensions of the questionnaire. The age group that showed a higher level of knowledge about ADHD was 27-32 years old.\n\n\nCONCLUSION\nThe results point to the need for better training on knowledge and attitudes of teachers towards ADHD that facilitate the early detection of these cases and their specialized care at different educational levels.