Does knowledge about attention-deficit/hyperactivity disorder impact teachers' reported behaviors and perceptions?

“…teachers will be inf luential people who will have to identify ADHD-related behavior in the future and refer such students to professionals for further diagnosis and treatment (Döpfner, 2003, Kos et al., 2004; Murray, 2010; Ohan et al., 2008), their knowledge of ADHD should not be ignored.”

“…Schneider, 2016), da offenbar ein höheres Wissen zu AD(H)S mit einer höheren Wertschätzung und Akzeptanz gegenüber diesen SchülerInnen einhergeht (u. a. Ghanizadeh, Bahredar & Moeini, 2006; Guerra, Tiwari, Das, Vela & Sharma, 2017; Meritt, 2017; Ohan et al., 2008; Reid, Vasa, Maag & Wright, 1994).”

“한편 ADHD 증상에 관한 지식과 이해수준이 높은 교 사일수록 ADHD 증상으로부터 나타나는 부적절한 행태 가 학생들의 교내안팎의 생활에 부정적인 영향을 미칠 수 있을 것이라는 인식이 강해지며[13], ADHD 증상 완 화를 위한 전문가의 도움과 지원에도 높은 가치를 부여 한다.”

“Findings reported by Liljequist and Renk (2007) corroborate the results reported by Ohan et al. (2011), wherein externalizing behaviors, such as aggression, impulsivity, or hyperactivity, which are among the core symptoms of ADHD, were found to “trouble” teachers more than internalizing behaviors, such as withdrawal a…”

“Current Study It has been suggested that more comprehensive ADHD knowledge in teachers plays a role in referrals for assessment and other in-school services that are effective and in the best interest of students (Ohan et al., 2008).”

“Ward et al. (2022) demonstrate that teacher training programmes can substantially increase teachers’ ADHD knowledg e in the short term, yet knowledge gains can deteriorate at follow-up, indicating that ongoing supports and refreshers are needed (Ohan et al., 2008).”

“Research on the mental health literacy of caregivers has demonstrated that adults with sufficient knowledge are more likely to recommend appropriate interventions, be informed about mental health issues, and utilize child and adolescent mental health services (Ohan et al. 2008).”

“Ohan et al. (2008) found that many teachers feel inadequately prepared and trained to teach students with ADHD in regular classrooms.”

“Studies reporting higher levels of knowledge (Bekle, 2004; Ohan et al. , 2008; West et al. , 2005) are limited, and their findings appear to be influenced by factors such as the quality of training, previous experience with students with ADHD, and differences in research tools, which limit the…”

“Educators have a clearer understanding of ADHD and can easily identify students’ inattention or behavior concerns, but they have limited knowledge surrounding its cognitive impact (Climie & Henley, 2018; Latouche & Gascoigne, 2019; Ohan et al., 2008; Perold et al., 2010).”

“Because the nature of ADHD is controversial, and the sociologists emphasize that ADHD is a social construct (Clinard & Meier, 2014; Rafalovich, 2008; Wedge, 2015), the necessity of studying the profile of children diagnosed with ADHD is indubitable.”

“average rates of correct responses to questionnaire items eliciting knowledge about the features of ADHD ranging from 76% to 82% and 48% to 82% respectively [12,19-23].”