Knowledge, Attitude, and Behavioural Practice of Elementary Teacher of ADHD Children: Impact of an Educational Intervention
American Journal of Nursing Science
Volume 8, Issue 6, December 2019, Pages: 329-341
Received: Oct. 15, 2019; Accepted: Nov. 6, 2019; Published: Nov. 20, 2019
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Amal Ibrahim Khalil, 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
Faten Ahmed Alshareef, College of Nursing, King Saud University for Health Sciences, Jeddah, Saudi Arabia
Halemah Ghoneem Alshumrani, College of Nursing, King Saud University for Health Sciences, Jeddah, Saudi Arabia
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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.
ADHD, Behaviors Strategy, KADDS, Program, Teacher Proficiency Skills
To cite this article
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, American Journal of Nursing Science. Special Issue: Disability from Different Nursing Perspectives. Vol. 8, No. 6, 2019, pp. 329-341. doi: 10.11648/j.ajns.20190806.17
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