IDEAS home Printed from https://ideas.repec.org/a/gam/jijerp/v17y2020i15p5605-d394022.html
   My bibliography  Save this article

Schoolteachers’ Knowledge of Attention-Deficit/Hyperactivity Disorder—Current Status and Effectiveness of Knowledge Improvement Program: A Randomized Controlled Trial

Author

Listed:
  • Abdullah M. Alshehri

    (Joint Program of Saudi Board in Community Medicine, Southern Region 61421, Saudi Arabia)

  • Shehata F. Shehata

    (Department of Family and Community Medicine, College of Medicine, King Khalid University, Abha 61421, Saudi Arabia
    Department of Biostatistics, High Institute of Public Health, Alexandria University, Alexandria 21511, Egypt)

  • Khalid M. Almosa

    (Community Medicine Consultant, Joint Program of Saudi Board in Community Medicine, Southern Region 61421, Saudi Arabia)

  • Nabil J. Awadalla

    (Department of Family and Community Medicine, College of Medicine, King Khalid University, Abha 61421, Saudi Arabia
    Department of Community Medicine, College of Medicine, Mansoura University, Mansoura 35516, Egypt)

Abstract

Background: Adequately knowledgeable schoolteachers can play an essential role in early detection and proper treatment of children with attention-deficit/hyperactivity disorder (ADHD) at school. Objectives: To assess the schoolteachers’ knowledge of ADHD and to evaluate the effectiveness of the ADHD knowledge improvement program. Methods: A randomized controlled trial study design was followed on 100 primary school teachers from Abha City, Saudi Arabia. Teachers were randomly selected and allocated into trial and control groups. A self-administered questionnaire was used to evaluate teachers’ knowledge about ADHD. After the baseline assessment, participants in the trial group received a two-day ADHD knowledge improvement program. Teachers’ knowledge about ADHD was reassessed using the same questionnaire immediately after finishing the intervention program and after three months in both groups. Results: Only 16% and 22% of trial and control groups, respectively, showed adequate baseline knowledge about ADHD. Teachers’ main sources of information about ADHD were the internet (67%), friends (47%), TV (34%), and reading books (23%). Knowledge of teachers in the trial group significantly improved immediately after the intervention. After three months, these knowledge benefits slightly declined but remained more adequate than those of teachers in the control group. The logistic regression model revealed that being a participant in the trial group and of higher qualification were associated with significant improvement in teachers’ retained knowledge on ADHD ( p < 0.001 and p = 0.050, respectively). Conclusions: The majority of male primary school teachers in Abha City, Saudi Arabia, have inadequate knowledge about ADHD. Applying a knowledge improvement program can substantially improve their knowledge of ADHD. Consideration should be given to the integration of ADHD knowledge improvement program into teachers’ educational programs.

Suggested Citation

  • Abdullah M. Alshehri & Shehata F. Shehata & Khalid M. Almosa & Nabil J. Awadalla, 2020. "Schoolteachers’ Knowledge of Attention-Deficit/Hyperactivity Disorder—Current Status and Effectiveness of Knowledge Improvement Program: A Randomized Controlled Trial," IJERPH, MDPI, vol. 17(15), pages 1-10, August.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:15:p:5605-:d:394022
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/1660-4601/17/15/5605/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/1660-4601/17/15/5605/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Jill Furzer & Elizabeth Dhuey & Audrey Laporte, 2020. "ADHD Misidentification in School: Causes and Mitigators," Working Papers 200001, Canadian Centre for Health Economics.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Persson, Petra & Qiu, Xinyao & Rossin-Slater, Maya, 2021. "Family Spillover Effects of Marginal Diagnoses: The Case of ADHD," IZA Discussion Papers 14020, Institute of Labor Economics (IZA).
    2. repec:hal:spmain:info:hdl:2441/6vfmfoopnt95qblsf6jj9f6ics is not listed on IDEAS
    3. Pauline Givord, 2021. "How age at school entry affects future educational and socioemotional outcomes: Evidence from PISA," Working Papers hal-03386582, HAL.
    4. Persson, Petra & Qiu, Xinyao & Rossin-Slater, Maya, 2021. "Family Spillover Effects of Marginal Diagnoses: The Case of ADHD," CEPR Discussion Papers 15660, C.E.P.R. Discussion Papers.
    5. repec:hal:journl:hal-03386582 is not listed on IDEAS
    6. Pauline GIVORD, 2020. "How age at entry at school affects future educational and socio-emotional outcomes: evidence from PISA," Working Papers 2020-27, Center for Research in Economics and Statistics.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jijerp:v:17:y:2020:i:15:p:5605-:d:394022. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.