Knowledge, Attitude, and Behavioural Practice of Elementary Teacher of ADHD Children: Impact of an Educational Intervention

Amal Ibrahim Khalil; Faten Ahmed Alshareef; Halemah Ghoneem Alshumrani

doi:doi:10.11648/j.ajns.20190806.17

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Knowledge, Attitude, and Behavioural Practice of Elementary Teacher of ADHD Children: Impact of an Educational Intervention

Amal Ibrahim Khalil, Faten Ahmed Alshareef, Halemah Ghoneem Alshumrani

Published in American Journal of Nursing Science (Volume 8, Issue 6)

Received: 15 October 2019 Accepted: 6 November 2019 Published: 20 November 2019

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Abstract

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.

Published in	American Journal of Nursing Science (Volume 8, Issue 6) This article belongs to the Special Issue Disability from Different Nursing Perspectives
DOI	10.11648/j.ajns.20190806.17
Page(s)	329-341
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

ADHD, Behaviors Strategy, KADDS, Program, Teacher Proficiency Skills

References

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APA Style

Amal Ibrahim Khalil, Faten Ahmed Alshareef, Halemah Ghoneem Alshumrani. (2019). Knowledge, Attitude, and Behavioural Practice of Elementary Teacher of ADHD Children: Impact of an Educational Intervention. American Journal of Nursing Science, 8(6), 329-341. https://doi.org/10.11648/j.ajns.20190806.17

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ACS Style

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. Am. J. Nurs. Sci. 2019, 8(6), 329-341. doi: 10.11648/j.ajns.20190806.17

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AMA Style

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. Am J Nurs Sci. 2019;8(6):329-341. doi: 10.11648/j.ajns.20190806.17

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@article{10.11648/j.ajns.20190806.17,
  author = {Amal Ibrahim Khalil and Faten Ahmed Alshareef and Halemah Ghoneem Alshumrani},
  title = {Knowledge, Attitude, and Behavioural Practice of Elementary Teacher of ADHD Children: Impact of an Educational Intervention},
  journal = {American Journal of Nursing Science},
  volume = {8},
  number = {6},
  pages = {329-341},
  doi = {10.11648/j.ajns.20190806.17},
  url = {https://doi.org/10.11648/j.ajns.20190806.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajns.20190806.17},
  abstract = {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.},
 year = {2019}
}

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TY  - JOUR
T1  - Knowledge, Attitude, and Behavioural Practice of Elementary Teacher of ADHD Children: Impact of an Educational Intervention
AU  - Amal Ibrahim Khalil
AU  - Faten Ahmed Alshareef
AU  - Halemah Ghoneem Alshumrani
Y1  - 2019/11/20
PY  - 2019
N1  - https://doi.org/10.11648/j.ajns.20190806.17
DO  - 10.11648/j.ajns.20190806.17
T2  - American Journal of Nursing Science
JF  - American Journal of Nursing Science
JO  - American Journal of Nursing Science
SP  - 329
EP  - 341
PB  - Science Publishing Group
SN  - 2328-5753
UR  - https://doi.org/10.11648/j.ajns.20190806.17
AB  - 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.
VL  - 8
IS  - 6
ER  -

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Author Information

Amal Ibrahim Khalil

Psychiatric and Mental Health Nursing, Faculty of Nursing, Menofyia University, Shebin Elkom, Egypt
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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Amal Ibrahim Khalil, Faten Ahmed Alshareef, Halemah Ghoneem Alshumrani. (2019). Knowledge, Attitude, and Behavioural Practice of Elementary Teacher of ADHD Children: Impact of an Educational Intervention. American Journal of Nursing Science, 8(6), 329-341. https://doi.org/10.11648/j.ajns.20190806.17

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ACS Style

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. Am. J. Nurs. Sci. 2019, 8(6), 329-341. doi: 10.11648/j.ajns.20190806.17

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AMA Style

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. Am J Nurs Sci. 2019;8(6):329-341. doi: 10.11648/j.ajns.20190806.17

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@article{10.11648/j.ajns.20190806.17,
  author = {Amal Ibrahim Khalil and Faten Ahmed Alshareef and Halemah Ghoneem Alshumrani},
  title = {Knowledge, Attitude, and Behavioural Practice of Elementary Teacher of ADHD Children: Impact of an Educational Intervention},
  journal = {American Journal of Nursing Science},
  volume = {8},
  number = {6},
  pages = {329-341},
  doi = {10.11648/j.ajns.20190806.17},
  url = {https://doi.org/10.11648/j.ajns.20190806.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajns.20190806.17},
  abstract = {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.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Knowledge, Attitude, and Behavioural Practice of Elementary Teacher of ADHD Children: Impact of an Educational Intervention
AU  - Amal Ibrahim Khalil
AU  - Faten Ahmed Alshareef
AU  - Halemah Ghoneem Alshumrani
Y1  - 2019/11/20
PY  - 2019
N1  - https://doi.org/10.11648/j.ajns.20190806.17
DO  - 10.11648/j.ajns.20190806.17
T2  - American Journal of Nursing Science
JF  - American Journal of Nursing Science
JO  - American Journal of Nursing Science
SP  - 329
EP  - 341
PB  - Science Publishing Group
SN  - 2328-5753
UR  - https://doi.org/10.11648/j.ajns.20190806.17
AB  - 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.
VL  - 8
IS  - 6
ER  -

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