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

2000; Wiley; Volume: 37; Issue: 2 Linguagem: Inglês

10.1002/(sici)1520-6807(200003)37

1520-6807

Mark J. Sciutto, Mark D. Terjesen, Allison S. Bender Frank,

Neural and Behavioral Psychology Studies

Psychology in the SchoolsVolume 37, Issue 2 p. 115-122 Teachers' knowledge and misperceptions of Attention-Deficit/hyperactivity disorder Mark J. Sciutto, Corresponding Author Mark J. Sciutto Westminster CollegeDepartment of Psychology, Westminster College, New Wilmington, PA 16172.Search for more papers by this authorMark D. Terjesen, Mark D. Terjesen Milestone School for Child Development, Brooklyn, NYSearch for more papers by this authorAllison S. Bender Frank, Allison S. Bender Frank Metropolitan Nashville Public SchoolsSearch for more papers by this author Mark J. Sciutto, Corresponding Author Mark J. Sciutto Westminster CollegeDepartment of Psychology, Westminster College, New Wilmington, PA 16172.Search for more papers by this authorMark D. Terjesen, Mark D. Terjesen Milestone School for Child Development, Brooklyn, NYSearch for more papers by this authorAllison S. Bender Frank, Allison S. Bender Frank Metropolitan Nashville Public SchoolsSearch for more papers by this author First published: 22 February 2000 https://doi.org/10.1002/(SICI)1520-6807(200003)37:2 3.0.CO;2-5Citations: 101AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Abstract 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. Citing Literature Volume37, Issue2March 2000Pages 115-122 RelatedInformation