共查询到20条相似文献，搜索用时 31 毫秒
1.
Mark J. Sciutto Mark D. Terjesen Allison S. Bender Frank 《Psychology in the schools》2000,37(2):115-122
The present study examined teachers' knowledge and misperceptions of ADHD within three specific content areas: symptoms/diagnosis, treatment, and general information (e.g., course, prevalence). One hundred and forty‐nine elementary school teachers completed the Knowledge of Attention Deficit Disorders Scale (KADDS), a new instrument designed to measure specific areas of knowledge about ADHD. Teachers' scores on the symptoms/diagnosis subscale of the KADDS were significantly greater than scores on both the treatment and general information subscales. Teacher self‐efficacy, prior exposure to an ADHD child, and years of teaching experience were all positively related to ADHD knowledge. Analysis of individual KADDS items was conducted to differentiate concepts that teachers did not know from those concepts that they believed incorrectly (i.e., misconceptions). © 2000 John Wiley & Sons, Inc. 相似文献
2.
Lisa L. Weyandt Katherine M. Fulton Steve B. Schepman Genevieve R. Verdi Kimberly G. Wilson 《Psychology in the schools》2009,46(10):951-961
The purpose of this study was to investigate teacher and school psychologists' knowledge of Attention‐Deficit/Hyperactivity Disorder (ADHD). One hundred thirty‐two kindergarten through 12th‐grade general education teachers, special education teachers, and school psychologists responded to a 24‐item questionnaire concerning treatment and possible causes of ADHD. The results supported the hypothesis that school psychologists' knowledge level of ADHD would be significantly greater than the knowledge level of special and general education teachers, but did not support the hypothesis that the knowledge level of special education teachers would be significantly greater than the knowledge level of general education teachers. Increased years of professional experience was negatively associated with increased knowledge about ADHD. Implications and suggestions for future research are discussed. © 2009 Wiley Periodicals, Inc. 相似文献
3.
Charlotte W. Greenway Alison Rees Edwards 《Australian Journal of Learning Difficulties》2020,25(1):31-49
ABSTRACTAttention-deficit hyperactivity disorder (ADHD) rates in classrooms have increased considerably in recent years. Previous literature has acknowledged the significance of teachers’ knowledge and attitudes towards ADHD when making referral and intervention decisions. Using Mulholland, Cumming and Jung’s (2015) knowledge (SASK) and attitude (SASA) scales, ADHD training and perceived support were compared across public school teachers (n = 165) and teaching assistants (TAs) (n = 157) in the UK. Results indicated that teachers and TAs displayed adequate levels of knowledge, and TAs held better knowledge and more positive feelings towards ADHD than teachers. Training increased knowledge for TAs, but not for teachers, and training and support appeared important for both the teachers and TAs’ attitudes. Both teachers and TAs reported inadequate training and expressed a desire for further ADHD training, and a significant association was found between knowledge and attitudes for teachers only. The implications for these findings are discussed. 相似文献
4.
Victoria Ann Ward 《Irish Educational Studies》2014,33(4):489-512
Attention deficit hyperactivity disorder (ADHD) diagnosis rates have increased significantly in recent times. A teacher's role is crucial in determining if a child will be referred for an ADHD assessment. Teachers' opinions and observations are also required for and play a huge role in the actual assessment process. For this reason, their knowledge of ADHD is also an important part of this process. This research has measured, on a small scale, Irish primary schoolteacher's knowledge and conceptions about ADHD using the Knowledge of Attention Deficit Disorders Scale (KADDS) questionnaire. Ninety teachers participated in the research from 11 primary schools in County Clare. A quantitative method was utilised enabling the research to be comparable with other pieces of research using the same questionnaire. Data in relation to the teachers' professional background were also gathered in order to analyse significant differences based on a variety of factors. The results were analysed as prescribed in KADDS test manual using the statistical software package SPSS. This research shows that Irish primary schoolteachers are more knowledgeable in regards to ADHD symptoms and diagnosis than they are in the areas of associated features or treatments. It also shows that knowledge levels of Irish primary schoolteachers are higher than teachers in earlier research using the same questionnaire. 相似文献
5.
Tamsin Newlove-Delgado Tamsin J. Ford Ken Stein Ruth Garside 《Emotional and Behavioural Difficulties》2018,23(3):296-309
The term ‘transition’ is used to refer to the process of moving from child to adult services. Among child and adolescent mental health services attenders, young people with Attention Deficit Hyperactivity Disorder (ADHD) are less likely to transition successfully, but there is a gap in understanding their views and why they might disengage from services. The aim of this study was to explore the experiences of transition of young people with ADHD in Southwest England using semi-structured interviews and thematic analysis. Seven young people aged 17–19 years participated. Four key themes were identified: professionals’ roles and relationships with young people; the role of ADHD medication, uncertainties around transition and medication management, and identified needs and increasing independence. Although this study presents the experiences of a small number of people, their stories suggest that best practice around transition is not always being followed. There is consequently a need to better understand the facilitators and barriers to best practice implementation. 相似文献
6.
Attention Deficit Hyperactivity Disorder (ADHD) is a widely spread diagnosis. The dominant paradigm of ADHD is biomedical where ADHD is defined as a brain disorder. At the same time, the legitimacy of the diagnosis is being questioned since it is unclear whether or not ADHD can be deemed a medical disorder in itself. The aim of this article is to critically assess the merits of understanding the diagnosis of ADHD as a medical condition defined as a brain disorder. This is being done using the seventeenth century philosopher Benedict Spinoza’s (1632–1677) notions of adequate and inadequate knowledge and his counterintuitive theory of mental health. Doing so it becomes clear that ADHD, however adequate it may seem, is founded on inadequate knowledge and that the legitimacy of the individual diagnosis should therefore be questioned on the grounds that on a long term scale it is passivizing and stigmatizing rather that liberating. 相似文献
7.
ABSTRACTThis study presents co-narrated school experiences of a young Finnish girl diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and those of her parents. The discourse analysis of the family interview focused on the discrepant ways family members gave meanings to and mobilised the ADHD categorisation while narrating their broken school trajectory. The results showed that the ADHD diagnosis was laden with the promise of the whole family being recognised differently by the school. However, this cultural promise proved disillusioning as daughter’s support needs and parents’ expertise were not recognised nor did the diagnostic category emancipate from stigmatising identities and blame. Interestingly, the parents leaned more on the diagnostic categorisation while accounting for the disillusion of these promises, whereas the daughter aimed at distancing herself from the ADHD category and behaviour characteristics related to it. The discussion concludes by comparing the viewpoints of cure and care when catering to children’s needs. 相似文献
8.
Maruschka N. Sluiter Albert W. Wienen Ernst D. Thoutenhoofd Jeannette M. Doornenbal Laura Batstra 《Psychology in the schools》2019,56(8):1259-1270
The increased use of Attention Deficit/Hyperactivity Disorder (ADHD) medication by children has led to growing concerns. In a previous study, we found that many of the teachers that were interviewed about ADHD spontaneously associated ADHD with medication. The present study is a qualitative reanalysis of what precisely these 30 primary school teachers had spontaneously said about medication in our previous semi‐structured interviews on ADHD. Almost all respondents had experience with pupils taking ADHD medication. The majority of spontaneously mentions medication as the treatment of ADHD. Attitudes towards ADHD medication use by pupils are mainly ambivalent, but more positive than negative effects of medication are reported. However, what teachers say about ADHD medication is often not based on sound information; their attitudes tend to be formed by personal experiences rather than founded on professional and scientific sources. We conclude from our analysis that it will be in the interest of reducing the number of children on ADHD medication that teachers have good access to verified and up‐to‐date information on ADHD and medication so that they are better supported in making evidence‐based pedagogical judgments. 相似文献
9.
Mattias Nilsson Sjöberg 《International Journal of Inclusive Education》2017,21(6):602-615
Various neuropsychiatric disorders are a common feature today, not least in educational contexts where Attention Deficit Hyperactivity Disorder (ADHD) is a common diagnosis. The dominant perspective regarding ADHD is biomedical. This perspective has been questioned and challenged in various ways. The aim of this article is to think ADHD through quantum physicist and philosopher Karen Barad’s [Barad, K. 2007. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham, NC: Duke University Press.] theory of agential realism. According to Barad, what we perceive as singular entities do not exist in advance. Barad pays attention to the world’s entanglements, and what we perceive as singular objects and subjects are effects of specific and various material-discursive practices acting as agential cuts. The theory of agential realism assigns performativity to matter, which highlights that ADHD is something that continuously comes into being together with human and non-human bodies. The material dimension has not previously been emphasised as a causal factor in studies on ADHD. In this article, the focus is on the agency of the book. As a conclusion, the importance of taking responsibility for every material-discursive practice with which we are always entangled is emphasised. 相似文献
10.
The present study investigated preservice teachers’ self‐efficacy in classroom management involving students with symptoms of Attention Deficit/Hyperactivity Disorder (ADHD). A total of 137 Chinese preservice teachers were randomly presented with one of four vignettes involving a student character with ADHD symptoms, with manipulations including the character’s gender and diagnostic label of ADHD. Upon reading the vignette, participants responded to questions concerning their self‐efficacy in inclusive classroom management involving the character. Findings based on analysis of covariance indicated an interaction effect of the vignette character’s gender and label on teachers’ self‐efficacy. Specifically, teachers perceived greater self‐efficacy in a classroom involving a girl with an ADHD label than in a classroom involving a girl with no label or a boy with a label. Findings enriched the literature concerning the roles of gender and label in preservice teachers’ self‐efficacy toward inclusive classroom management. 相似文献
11.
Lynne Kendall 《Support for Learning》2016,31(2):122-137
Children and young people who have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) can often experience difficulties within an education setting. ADHD can impact upon their educational achievements and subsequent future employment. This paper draws upon data gathered from a small scale study and has sought to elicit the ‘voice’ of young people who have ADHD and their experience within a school setting. Findings of this study indicate that there is a need for teachers to be more informed about the impact that ADHD can have on a pupil and teachers need to develop positive strategies to support these individuals within the classroom. Ideally, adequate training around ADHD should begin within initial teacher training prior to entering the teaching profession. 相似文献
12.
George M. Kapalka 《Emotional and Behavioural Difficulties》2013,18(1):21-30
Many students with Attention‐Deficit Hyperactivity Disorder (ADHD) present with behavioral problems that are particularly evident in out‐of‐class settings (in the lunch room, on the playground, during field trips and special assemblies, etc). Barkley's (1997) technique has been known to help parents handle ADHD children's behaviors in out‐of‐home situations, and so its effectiveness to reduce problems in out‐of‐class settings was investigated with 65 teachers of male students previously diagnosed with ADHD. ANOVA revealed that Barkley's technique was effective in reducing the students' behavioral problems in out‐of‐class settings. This technique is easy to administer and school psychologists will likely find it useful in assisting teachers to handle ADHD students' behavioral problems. 相似文献
13.
This study examines the effects of teachers' speech and hand gestures on the task performances of students with Attention‐Deficit/Hyperactivity Disorder (ADHD). Forty‐five 7½‐year‐old students clinically diagnosed with ADHD participated in the study. The students were asked to solve three sets of puzzles. The teachers supported the students in the tasks by using three different scaffolding modalities: speech‐only, gesture‐only and speech in conjunction with gestures. The results indicate that when the teachers used the scaffolding that contained gesture components (either speech scaffolding in conjunction with gesture scaffolding or gesture‐only scaffolding), the ADHD students were more responsive, focused longer on the tasks and were more successful in completing the tasks. Moreover, teachers' representational and deictic gestures were found to be the most effective gestures in scaffolding. This study suggests that when teachers' hand gestures are used together with speech, they are a powerful pedagogical means to engage ADHD children in tasks. 相似文献
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15.
Linda Wheeler 《Emotional and Behavioural Difficulties》2013,18(3):257-267
This article seeks to evaluate and take further the discussion put forward by Visser and Jehan (Emotional and Behavioural Difficulties 14, no. 2: 127–40). It begins by focusing on the biomedical discourse, its dominance in the academic and professional literature and why the existence of Attention Deficit Hyperactivity Disorder (ADHD) as a medical category is questionable. This is followed by a discussion of other discourses including the sociological discourse and the bio-psychosocial discourse. The importance of multi-professional approaches in the identification, assessment and management of ADHD is highlighted, followed by an examination of what part the educational environment might play with regard to behaviours associated with ADHD. Attention is drawn to the need for continuing research and debate on this evolving concept. 相似文献
16.
Peter Tymms Pat Preedy 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):243-249
This paper considers cognitive differences between twins and other higher multiple births when they start school and their progress in reading and maths during the first year at school. The data came from the Performance Indicators in Primary Schools (PIPS) project which has developed an on‐entry assessment designed to provide a solid base against which the relative progress (value added) of pupils can be measured. Some of the findings were surprising, in that they appeared to be in conflict with some earlier work, but there was also some agreement. Additionally, teachers were asked to assess pupils on the Attention Deficit Hyperactivity Disorder (ADHD) scale at the end of their first year in school, and this information was used to check out an earlier rinding that twins were more prone to score highly on this scale. 相似文献
17.
Attention‐Deficit/Hyperactivity Disorder (ADHD) is a common childhood disorder, yet relatively little research has assessed teachers' knowledge of this disorder or how teacher characteristics affect such knowledge. There also is a dearth of research comparing in‐service and preservice teachers' knowledge about ADHD. The aims of this study were (a) to investigate the relationships between various teacher characteristics and teachers' knowledge about ADHD, and (b) to compare perceived and actual ADHD knowledge across in‐service and preservice primary‐school teachers. Participants included 120 primary‐school teachers and 45 final‐year education undergraduates who were asked to complete a questionnaire. Two of the five hypotheses were supported: (a) that knowledge would be significantly correlated with experience in teaching a child with ADHD and (b) that in‐service teachers would obtain higher scores than preservice teachers on the actual knowledge (about ADHD) questionnaire. Implications stemming from this research include ensuring that teachers receive more training about ADHD and greater exposure to students with ADHD in the classroom. Overall, this study highlighted that deficits in teachers' knowledge about ADHD are common for both in‐service and preservice teachers. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 517–526, 2004. 相似文献
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19.
Ann-Carita Evaldsson 《Emotional and Behavioural Difficulties》2014,19(3):266-283
This paper builds on sociological assumptions that teachers, schools and schooling may play an important role in the recognition and psychopathologization of particular boys as ‘difficult, disordered and disturbed’. The data draw on ethnographic work combined with video recordings of everyday classroom practices in a special educational needs unit with boys diagnosed with ADHD (Attention Deficit Hyperactivity Disorder). Drawing on ethnomethodological work on members’ understanding of social categories (MCA) combined with the related methodology of ‘doing difference’, the focus is on the local social process through which boys’ unruly behaviors are made sense of and treated as the grounds for shifting categorization practices. It is found that both teachers and boys orient to the institutional categories Teacher and Student in teacher–student interactions for the ordering of the classroom . The boys’ conduct is in these instances far from pathological but is meaningful in the sense that it provides local resources to resist teacher authorithy and display agency. Overall, the analysis highlights the complexity of locally accomplished identity practices – in terms of how institutional-, gender- and age-appropriate conduct meshes with diagnostic criteria – in the social identification of boys diagnosed with ADHD. 相似文献
20.
Samantha Elizabeth McMahon 《International Journal of Inclusive Education》2013,17(3):249-264
A study in an Australian university investigated 150 pre-service teachers’ responses to and participation in discourses of attention deficit hyperactivity disorder (ADHD). Interesting data surfaced around the notion of ‘labelling’ children with ADHD. It seemed that the pre-service teachers did not believe ‘ADHD’ to be a label. Whilst the literature reviewed acknowledged diagnosing a child with ADHD to be tantamount to labelling (that is, ‘ADHD’ is a medical diagnostic label), the pre-service teachers in this study differentiated diagnosis from labelling and cast labelling as occurring in the classroom sometime pre- or post- diagnosis. Speaking of diagnosis and labelling in this way re-defines an object of dominant labelling discourse: ‘doctor as labeller’ is replaced with notions of ‘teacher as labeller’. Using Foucault’s ‘rules of discursive formations’ to frame its analysis, this study pondered the pre-service teachers’ conceptions of labelling and in doing so revealed a ‘teacher as labeller’ discursive formation. This article provides examples of how this discursive formation features in pre-service teachers’ talk and outlines an important implication of the ‘teacher as labeller’ discursive formation, namely that it enables teachers to cement their role in the ADHD medical diagnostic apparatus. 相似文献