1 School of Psychological Sciences, Australian College of Applied Psychology, Sydney, New South Wales, Australia.
2 ARC Centre of Excellence in Cognition and its Disorders, Sydney, New South Wales, Australia.
J Atten Disord. 2019 Feb;23(3):270-281. doi: 10.1177/1087054717707045. Epub 2017 May 11.
The aim of this article is to evaluate the efficacy of a brief in-service training workshop at increasing primary school teachers' ADHD knowledge and sense of self-efficacy.
Teachers from 10 schools participated in the study ( n = 274) and were allocated into either an intervention or waitlist control group. Teachers' ADHD knowledge and self-efficacy were assessed following the provision of a brief training workshop on ADHD. Knowledge and self-efficacy retention were also assessed at a 1-month follow-up.
Within the intervention group, ADHD knowledge and self-efficacy increased following the intervention (both ps < .001). Knowledge increased more than twofold, from very low to high levels, although increases in self-efficacy were more modest. Both knowledge and self-efficacy decreased at the 1-month follow-up but, nevertheless, remained higher than baseline levels ( p < .001).
Results demonstrate that a brief training workshop can increase primary school teachers' ADHD knowledge and self-efficacy. Whilst increases in self-efficacy were modest, our findings suggest that a brief professional development intervention can be utilized to greatly increase teachers' ADHD knowledge, providing a cost-effective, practical solution to address this well-evidenced gap in teachers' training and knowledge about the disorder.
本文旨在评估一项短期在职培训研讨会对提高小学教师对注意力缺陷多动障碍（ADHD）的认识和自我效能感的效果。
10 所学校的教师（n=274）参与了这项研究，并被分配到干预组或等待名单对照组。在提供 ADHD 短期培训研讨会后，评估教师的 ADHD 知识和自我效能感。在 1 个月的随访中，还评估了知识和自我效能感的保留情况。
在干预组中，ADHD 知识和自我效能感在干预后增加（均 p<.001）。知识增加了两倍多，从极低水平提高到高水平，尽管自我效能感的提高较为温和。在 1 个月的随访中，知识和自我效能感均有所下降，但仍高于基线水平（p<.001）。
结果表明，短期培训研讨会可以提高小学教师对 ADHD 的认识和自我效能感。虽然自我效能感的提高较为温和，但我们的研究结果表明，简短的专业发展干预措施可以极大地提高教师对 ADHD 的认识，为解决教师培训和对该疾病的认识方面这一证据充分的差距提供了一种具有成本效益的实用方法。
