American Journal of Nursing Science

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Knowledge, Attitude, and Behavioural Practice of Elementary Teacher of ADHD Children: Impact of an Educational Intervention

Received: 15 October 2019    Accepted: 06 November 2019    Published: 20 November 2019
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Abstract

Background: According to Saudi Arabia Attention deficit hyperactivity disorder (ADHD) Society, ADHD is one of the most common psychiatric disorder among children and affect both gender with total prevalence of male: 7.4% and female: 4.2% in Jeddah city. The aim was to investigate the effectiveness of an educational program on exchanging elementary school teachers’ knowledge, attitudes and behavioral practices toward ADHD children. Methods: A quasi-experimental, quantitative, (pre/ post one group) research design was used with 57 elementary teachers recruited conveniently from 4 schools located in Jeddah city and affiliated to Ministry of Education, Saudi Arabia. Data were collected by using 3 main tools which are The Knowledge Attention Deficit Disorders (KADDS) scale, The teacher attitude towards inclusion scale (TAIS), and Teacher Intervention Survey which was used to assess teachers’ perceived familiarity with interventions commonly recommended with students with ADHD. The results: Nearly half of the sample were aged between 31 -40 years with total mean score (35.86±7.09) and (80.0%) of them had bachelor’s degree in general education and there is a significant difference between pre knowledge assessment (11.8±5.9) compared with post (18.2±4.9) with highly significant difference t=-6.81 at P.V (0.000) as well the difference between pre and post behavioral practices of studied sample at p= 0.000. Conclusion: the present study suggests that a brief professional educational intervention can be utilized to greatly increase teachers’ ADHD knowledge, providing a cost-effective, practical solution to address the well-evidenced gap in teachers’ training and knowledge about the disorder. Whereas improving attitudes was minor with no significant difference between pre/post assessment. Therefore, it is recommended to incorporate ADHD training programs into teacher-training curricula either in elementary special or general education, with regular reinforcement through in-service training.

DOI 10.11648/j.ajns.20190806.17
Published in American Journal of Nursing Science (Volume 8, Issue 6, December 2019)

This article belongs to the Special Issue Disability from Different Nursing Perspectives

Page(s) 329-341
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

ADHD, Behaviors Strategy, KADDS, Program, Teacher Proficiency Skills

References
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Author Information
  • Psychiatric and Mental Health Nursing, Faculty of Nursing, Menofyia University, Shebin Elkom, Egypt; College of Nursing, King Saud University for Health Sciences, Jeddah, Saudi Arabia

  • College of Nursing, King Saud University for Health Sciences, Jeddah, Saudi Arabia

  • College of Nursing, King Saud University for Health Sciences, Jeddah, Saudi Arabia

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    Amal Ibrahim Khalil, Faten Ahmed Alshareef, Halemah Ghoneem Alshumrani. (2019). Knowledge, Attitude, and Behavioural Practice of Elementary Teacher of ADHD Children: Impact of an Educational Intervention. American Journal of Nursing Science, 8(6), 329-341. https://doi.org/10.11648/j.ajns.20190806.17

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    Amal Ibrahim Khalil; Faten Ahmed Alshareef; Halemah Ghoneem Alshumrani. Knowledge, Attitude, and Behavioural Practice of Elementary Teacher of ADHD Children: Impact of an Educational Intervention. Am. J. Nurs. Sci. 2019, 8(6), 329-341. doi: 10.11648/j.ajns.20190806.17

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    AMA Style

    Amal Ibrahim Khalil, Faten Ahmed Alshareef, Halemah Ghoneem Alshumrani. Knowledge, Attitude, and Behavioural Practice of Elementary Teacher of ADHD Children: Impact of an Educational Intervention. Am J Nurs Sci. 2019;8(6):329-341. doi: 10.11648/j.ajns.20190806.17

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  • @article{10.11648/j.ajns.20190806.17,
      author = {Amal Ibrahim Khalil and Faten Ahmed Alshareef and Halemah Ghoneem Alshumrani},
      title = {Knowledge, Attitude, and Behavioural Practice of Elementary Teacher of ADHD Children: Impact of an Educational Intervention},
      journal = {American Journal of Nursing Science},
      volume = {8},
      number = {6},
      pages = {329-341},
      doi = {10.11648/j.ajns.20190806.17},
      url = {https://doi.org/10.11648/j.ajns.20190806.17},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ajns.20190806.17},
      abstract = {Background: According to Saudi Arabia Attention deficit hyperactivity disorder (ADHD) Society, ADHD is one of the most common psychiatric disorder among children and affect both gender with total prevalence of male: 7.4% and female: 4.2% in Jeddah city. The aim was to investigate the effectiveness of an educational program on exchanging elementary school teachers’ knowledge, attitudes and behavioral practices toward ADHD children. Methods: A quasi-experimental, quantitative, (pre/ post one group) research design was used with 57 elementary teachers recruited conveniently from 4 schools located in Jeddah city and affiliated to Ministry of Education, Saudi Arabia. Data were collected by using 3 main tools which are The Knowledge Attention Deficit Disorders (KADDS) scale, The teacher attitude towards inclusion scale (TAIS), and Teacher Intervention Survey which was used to assess teachers’ perceived familiarity with interventions commonly recommended with students with ADHD. The results: Nearly half of the sample were aged between 31 -40 years with total mean score (35.86±7.09) and (80.0%) of them had bachelor’s degree in general education and there is a significant difference between pre knowledge assessment (11.8±5.9) compared with post (18.2±4.9) with highly significant difference t=-6.81 at P.V (0.000) as well the difference between pre and post behavioral practices of studied sample at p= 0.000. Conclusion: the present study suggests that a brief professional educational intervention can be utilized to greatly increase teachers’ ADHD knowledge, providing a cost-effective, practical solution to address the well-evidenced gap in teachers’ training and knowledge about the disorder. Whereas improving attitudes was minor with no significant difference between pre/post assessment. Therefore, it is recommended to incorporate ADHD training programs into teacher-training curricula either in elementary special or general education, with regular reinforcement through in-service training.},
     year = {2019}
    }
    

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  • TY  - JOUR
    T1  - Knowledge, Attitude, and Behavioural Practice of Elementary Teacher of ADHD Children: Impact of an Educational Intervention
    AU  - Amal Ibrahim Khalil
    AU  - Faten Ahmed Alshareef
    AU  - Halemah Ghoneem Alshumrani
    Y1  - 2019/11/20
    PY  - 2019
    N1  - https://doi.org/10.11648/j.ajns.20190806.17
    DO  - 10.11648/j.ajns.20190806.17
    T2  - American Journal of Nursing Science
    JF  - American Journal of Nursing Science
    JO  - American Journal of Nursing Science
    SP  - 329
    EP  - 341
    PB  - Science Publishing Group
    SN  - 2328-5753
    UR  - https://doi.org/10.11648/j.ajns.20190806.17
    AB  - Background: According to Saudi Arabia Attention deficit hyperactivity disorder (ADHD) Society, ADHD is one of the most common psychiatric disorder among children and affect both gender with total prevalence of male: 7.4% and female: 4.2% in Jeddah city. The aim was to investigate the effectiveness of an educational program on exchanging elementary school teachers’ knowledge, attitudes and behavioral practices toward ADHD children. Methods: A quasi-experimental, quantitative, (pre/ post one group) research design was used with 57 elementary teachers recruited conveniently from 4 schools located in Jeddah city and affiliated to Ministry of Education, Saudi Arabia. Data were collected by using 3 main tools which are The Knowledge Attention Deficit Disorders (KADDS) scale, The teacher attitude towards inclusion scale (TAIS), and Teacher Intervention Survey which was used to assess teachers’ perceived familiarity with interventions commonly recommended with students with ADHD. The results: Nearly half of the sample were aged between 31 -40 years with total mean score (35.86±7.09) and (80.0%) of them had bachelor’s degree in general education and there is a significant difference between pre knowledge assessment (11.8±5.9) compared with post (18.2±4.9) with highly significant difference t=-6.81 at P.V (0.000) as well the difference between pre and post behavioral practices of studied sample at p= 0.000. Conclusion: the present study suggests that a brief professional educational intervention can be utilized to greatly increase teachers’ ADHD knowledge, providing a cost-effective, practical solution to address the well-evidenced gap in teachers’ training and knowledge about the disorder. Whereas improving attitudes was minor with no significant difference between pre/post assessment. Therefore, it is recommended to incorporate ADHD training programs into teacher-training curricula either in elementary special or general education, with regular reinforcement through in-service training.
    VL  - 8
    IS  - 6
    ER  - 

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