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ERIC Number: EJ858325
Record Type: Journal
Publication Date: 2009-Nov
Pages: 14
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0885-6257
ADHD and the Role of Medication: Knowledge and Perceptions of Qualified and Student Teachers
Akram, Gazala; Thomson, A. H.; Boyter, A. C.; McLarty, Marion
European Journal of Special Needs Education, v24 n4 p423-436 Nov 2009
Attention-deficit hyperactivity disorder (ADHD) is thought to affect 3-5% of school-aged children. A sound knowledge of both the disorder and its treatment would appear to be useful for school teachers. This study compared the knowledge and attitudes of Scottish qualified and student teachers towards ADHD and its pharmacological treatment. Data regarding teachers' sources of information on ADHD and their familiarity with ADHD websites are also presented. Forty-three experienced and 25 student teachers were surveyed using an anonymous self-administered questionnaire. The mean ([plus or minus]SD) number of correct responses to 15 true/false knowledge statements was 5.1 ([plus or minus]2.3) and 5.4 ([plus or minus]2.5) for qualified and student teachers respectively. On medication-specific issues such as side effects, student teachers achieved more correct responses than qualified teachers (mean [[plus or minus]SD] values were 3.6 [[plus or minus]3.4] and 3.3 [[plus or minus]2.8] out of 18 respectively). Beliefs and attitudes were assessed by Likert-scale responses to 12 statements. Qualified teachers were more likely to disagree with the statement that teachers are trained to recognise the symptoms of ADHD or that they have sufficient understanding of the purpose of medication (p = 0.006). Qualified teachers indicated greater conviction of their attitudes, opting for the extreme values ("strongly agree" or "strongly disagree") on 3.1 of the 12 items, whereas the corresponding value for student teachers was 1.6. The most popular sources for information about ADHD were "other colleagues" (87%) and the Internet (86%). In conclusion, this small study indicates that Scottish school teachers and student teachers have inadequate knowledge and understanding of ADHD and the role and nature of medication used in its treatment. (Contains 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)