Knowledge & Misconceptions about ADHD among Female Primary School Teachers in Aseer, Saudi Arabia

Abstract

Background: Attention deficit/ hyperactivity disorder (ADHD) defined as physical movements which exceed the normal limit or the acceptable limit, and it shows in the form of a group of behavioral disorders arise as a result of many psychological and organic causes. Hyperactivity includes random, involuntary and unsuitable movements appear as a result of organic or psychological causes, and it is accompanied with an attention deficit. The Ministry of Health in the United States showed that males are more susceptible to this disorder than females four times. Despite the importance of the teacher's knowledge in the symptoms of the ADHD and the ways to deal with it; a small number of previous studies have examined this area. Past studies have shown that teachers did not have enough knowledge of ADHD and they often have fundamental misperceptions about the nature, causes and results of ADHD. Objective: to reveal the level of the teachers' knowledge & misconceptions about ADHD among primary school female teachers in Aseer, Saudi Arabia. Methods: This is a descriptive research using self-reported questionnaire method. It is quantitative in nature. It was done on randomly selected Saudi females teachers of primary schools in Aseer region. Results: Nearly twenty eight (27.6%) of the teachers responded correctly, while (36.5%) responded incorrectly, and (35.9%) responded “don’t know” to the first subscale which include 15 items assessing general knowledge about the nature, causes and outcome of ADHD. Fifty nine and three-tenth percent (59.3%) of the teachers responded correctly, while (17.7%) responded incorrectly, and (23%) responded “don’t know” to the second subscale of KADDS which include 9 items assessing symptoms/diagnosis of ADHD. Thirty three and two-tenth percent (33.2%) of the teachers responded correctly, while (24.5%) responded incorrectly, and (42.3%) responded “don’t know” to the third subscale of KADDS which include 12 items assessing the treatment of ADHD. Conclusion: Teachers have a major role in the identification and assessment of students with ADHD. This study was intended to examine teachers’ knowledge and misperceptions of ADHD. Teachers’ scores on KADDS were fairly good, pointing to relatively lack of knowledge about ADHD. Moreover, teachers’ level of knowledge of ADHD was positively related to their prior training and experience with ADHD. Results from this study concur with the findings of previous studies.