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Iranian Journal of Pediatrics
Tehran University of Medical Sciences Press
ISSN: 1018-4406 EISSN: 1018-4406
Vol. 27, No. 1, 2017, pp. 1-6
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Bioline Code: pe17010
Full paper language: English
Document type: Research Article
Document available free of charge
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Iranian Journal of Pediatrics, Vol. 27, No. 1, 2017, pp. 1-6
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Knowledge and Attitudes of Preschool Teachers Regarding Attention Deficit Hyperactivity Disorder
Amiri, Shahrokh; Noorazar, Seyed Gholamreza; Fakhari, Ali; Darounkolaee, Alireza Gorji & Gharehgoz, Ali Bahari
Abstract
Background: The symptoms of attention deficit/hyperactivity disorder (ADHD) may manifest before the child begins elementary
school.
Objectives: To survey preschool teachers’ knowledge and attitudes regarding ADHD.
Methods: In this cross-sectional study, 360 preschool teachers were selected via a randomized cluster sampling method from
among the teachers working in Tabriz, Iran, during 2013. A self-administered questionnaire concerning the symptoms of ADHD,
the method of diagnosis, and their attitudes regarding ADHD was completed by the participants.
Results: The response rate was 96.1%. The teachers’ age was 39.45±7.66 years. Educational courses (43.6%) constituted their main
source of knowledge regarding ADHD. The teachers’ knowledge was more accurate regarding the symptoms of ADHD (81.8% correct
answers), followed by the treatment (77.82% correct answers). Their knowledge concerning the consequences of having ADHD and
the etiology of the condition was relatively low (61.4% and 69.82%, respectively). The teachers’ knowledge was not correlated with
their age or years of experience (P = 0.812). The teachers also reported that their typical reaction to inattentionon the part of children
with ADHD was to inform the parents (59%), while their typical reaction to hyperactivity was to point out the issue to the student
(45.4%). More knowledge regarding the etiology of ADHD and more overall knowledge about ADHD were correlated with a healthier
attitude on the part of the teachers toward children with ADHD.
Conclusions: This study is the first to evaluate the knowledge of Iranian preschool teachers regarding ADHD. Preschool teachers’
knowledgeabout the consequences of having ADHD as well as the etiology of the disorder needs improvement. Our results indicated
that increased knowledge would correlate with a healthier attitude on the part of preschool teachers.
Keywords
Attention Deficit/Hyperactivity Disorder; Attitude; Knowledge; Preschool Teachers
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