Al-Moghamsi Esra'a Yahya, Aljohani Abdulaziz
Department of Family Medicine, Ministry of Health, Saudi Arabia.
Department of Family Medicine, Security Forces Medical Services, Saudi Arabia.
J Family Med Prim Care. 2018 Sep-Oct;7(5):907-915. doi: 10.4103/jfmpc.jfmpc_183_18.
Teachers are often the first ones to suspect attention deficit/hyperactivity disorder (ADHD) in their students, because they are with them for most of the day and they know how normal students typically behave in classroom situations. The aim of this study is to assess the teachers' level of knowledge of ADHD and identify some factors affecting that knowledge.
It is a cross-sectional study conducted among male and female elementary governmental schools in Madina city during the year 2017/1438. A pre-validated and translated self-administered questionnaire is used in data collection. It includes demographical questionnaire and the Knowledge of Attention Deficit Disorder Scale.
The study included 416 teachers. Their age ranged between 22 and 66 years. The average percentage of knowledge regarding ADHD general information, symptoms/diagnosis, and treatment were 41.6 ± 15.1, 41.7 ± 15, and 30.7 ± 16.6, respectively. The average percentage of overall knowledge score regarding ADHD was 38 ± 11.3. Only experience in teaching ( = 0.042) and previous experience with a child with ADHD ( < 0.001) were significantly associated with teachers' knowledge regarding ADHD general information. Special need teachers had the highest score of knowledge regarding ADHD symptoms (mean rank was 283.7), = 0.013, and they had the highest score of knowledge regarding ADHD treatment (mean rank was 261.9), = 0.032. Teachers who reported previous experience with a child with ADHD expressed higher level of overall knowledge regarding ADHD, < 0.001.
The knowledge regarding ADHD among elementary school teachers in Madina is suboptimal, particularly regarding treatment.
教师往往是最先怀疑学生患有注意力缺陷多动障碍（ADHD）的人，因为他们一天中的大部分时间都与学生在一起，并且了解正常学生在课堂上的典型行为表现。本研究的目的是评估教师对ADHD的了解程度，并确定一些影响该知识水平的因素。
这是一项于2017/1438年在麦地那市公立男女小学进行的横断面研究。数据收集采用预先验证并翻译的自填式问卷。问卷包括人口统计学问卷和注意力缺陷障碍知识量表。
该研究纳入了416名教师。他们的年龄在22岁至66岁之间。关于ADHD一般信息、症状/诊断和治疗的知识平均百分比分别为41.6±15.1、41.7±15和30.7±16.6。关于ADHD的总体知识得分平均百分比为38±11.3。只有教学经验（P = 0.042）和之前有过ADHD患儿的经验（P < 0.001）与教师对ADHD一般信息的知识显著相关。特殊需求教师在ADHD症状方面的知识得分最高（平均秩次为283.7），P = 0.013，并且在ADHD治疗方面的知识得分也最高（平均秩次为261.9），P = 0.032。报告曾有过ADHD患儿经验的教师对ADHD的总体知识水平更高，P < 0.001。
麦地那市小学教师对ADHD的了解程度欠佳，尤其是在治疗方面。
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