Sarraf Nasrin, Karahmadi Mojgan, Marasy Mohammad Reza, Azhar Seied Mohammad Masood
Resident, Department of Psychiatry, Behavioral Research Center, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran.
J Res Med Sci. 2011 Sep;16(9):1196-201.
Attention deficit hyperactivity disorder (ADHD) is the most common childhood behavioral disorder causing hyperactivity, attention deficit and education decline among students. The teachers may not have enough knowledge about this disorder and are in a real need in this field. Teachers' education is one of the ways to get knowledge about this disorder. Nowadays, finding a way like a short term nonattendance education method is highly in demand. Therefore, the aim of the study was to compare effectiveness of nonattendance and workshop education of primary school teachers on their knowledge, attitude, and function towards ADHD students.
Sixty seven primary school teachers from the First Districts of Education Department of Isfahan were randomly selected and put into two groups of workshop education (33 participants) and nonattendance education (34 participants). At first, both groups filled demographic date questionnaires and then, were given a pretest. Post tests were given after a two day education in workshop group and after ten days in nonattendance group who had studied the related booklet. Finally, the mean post test scores of knowledge, attitude and knowledge of function were compared between the two groups using ANCOVA analysis.
After intervention, the mean scores of knowledge between the two groups was not significantly different whereas the mean scores of attitude and the mean scores of knowledge of function showed a significant difference between the two groups.
Nonattendance education was as effective as workshop education in promotion of teachers' knowledge, but workshop education was more effective in attitude change and promotion of teachers' knowledge of function about dealing with ADHD students.
注意力缺陷多动障碍（ADHD）是最常见的儿童行为障碍，会导致学生多动、注意力不集中以及学业成绩下降。教师可能对这种疾病了解不足，在这方面有切实需求。教师教育是获取该疾病知识的途径之一。如今，人们迫切需要一种如短期非面授教育方法之类的方式。因此，本研究的目的是比较小学教师的非面授教育和工作坊教育在其对ADHD学生的知识、态度及应对能力方面的效果。
从伊斯法罕第一教育区随机选取67名小学教师，分为工作坊教育组（33名参与者）和非面授教育组（34名参与者）。首先，两组都填写人口统计学数据问卷，然后进行前测。工作坊组在两天的教育后进行后测，非面授组在学习相关手册十天后进行后测。最后，使用协方差分析比较两组在知识、态度和应对能力知识方面的后测平均分。
干预后，两组之间的知识平均分无显著差异，而态度平均分和应对能力知识平均分在两组之间存在显著差异。
非面授教育在提升教师知识方面与工作坊教育效果相当，但工作坊教育在改变态度和提升教师应对ADHD学生的能力知识方面更有效。
