Teachers' knowledge and misperceptions of Attention-Deficit/hyperactivity disorder

• Published in: Psychology in the schools Vol. 37; no. 2; pp. 115 - 122
• Main Authors: Sciutto, Mark J., Terjesen, Mark D., Frank, Allison S. Bender
• Format: Journal Article
• Language: English
• Published: New York John Wiley & Sons, Inc 01.03.2000; Wiley
• Subjects: Attention Deficit Disorders; Biological and medical sciences; Hyperactivity; Knowledge Base for Teaching; Medical sciences; Psychology. Psychoanalysis. Psychiatry; Psychometrics. Diagnostic aid systems; Psychopathology. Psychiatry; Techniques and methods; Human; Symptomatology; School age; Attentional disorder; Attitude; Evaluation scale; Hyperactivity; Teacher; Psychometrics; Knowledge; Child
• ISSN: 0033-3085; 1520-6807
• DOI: 10.1002/(SICI)1520-6807(200003)37:2<115::AID-PITS3>3.0.CO;2-5

The present study examined teachers' knowledge and misperceptions of ADHD within three specific content areas: symptoms/diagnosis, treatment, and general information (e.g., course, prevalence). One hundred and forty‐nine elementary school teachers completed the Knowledge of Attention Deficit Disorders Scale (KADDS), a new instrument designed to measure specific areas of knowledge about ADHD. Teachers' scores on the symptoms/diagnosis subscale of the KADDS were significantly greater than scores on both the treatment and general information subscales. Teacher self‐efficacy, prior exposure to an ADHD child, and years of teaching experience were all positively related to ADHD knowledge. Analysis of individual KADDS items was conducted to differentiate concepts that teachers did not know from those concepts that they believed incorrectly (i.e., misconceptions). © 2000 John Wiley & Sons, Inc.