Marian Soroa

Review of Tools Used for Assessing Teachers’ Level of Knowledge with Regards Attention Deficit Hyperactivity Disorder (ADHD)

ADHD is currently one of most widely studied neuro-developmental disorders in chil‐ dren and adolescents. It is a severe disorder that can cause grave problems for sufferers and those around them. The interest in the study of ADHD in the scientific community is undeniable, as proved by the multitude of articles and books on the subject published annually. As indicated by Lavigne and Romero [1], interest in this condition is such that it has breached the boundaries of academic research and study and has become a social phenomenon in itself, to such an extent that any child who shows a certain degree of activity, who does not remain seated and quiet for hours and does not instantly obey each and every instruction he or she receives is immediately suspected of having ADHD. The readiness with which children are labeled as having ADHD is surely due, in part, to the lack of information about the various factors apart from ADHD, that cause lack of attention, hyperactivity and/or impulsiveness.

Evaluation of the Level of Knowledge of Infant and Primary School Teachers with Respect to the Attention Deficit Hyperactivity Disorder (ADHD): Content Validity of a Newly Created Questionnaire

ADHD is a universal disorder which began to be researched more than a century ago but about which there remain many questions regarding its etiology, evolution and effective treatment (Moreno, 2008b). Without doubt this is, in part, due to the fact that people with ADHD are a heterogeneous group with varied symptoms and not all cases have all the symptoms and features which have been described as characteristic of this disorder. In general terms it can be stated that people with ADHD suffer from an inappropriate development of the mechanisms that regulate attention, reflexivity and activity (Miranda, Jarque & Soriano, 1999).