Knowledge and Attitudes towards Attention-Deficit Hyperactivity Disorder (ADHD): A Comparison of Teachers and Teaching Assistants

Autor/inn/en	Greenway, Charlotte W.; Rees Edwards, Alison
Titel	Knowledge and Attitudes towards Attention-Deficit Hyperactivity Disorder (ADHD): A Comparison of Teachers and Teaching Assistants
Quelle	In: Australian Journal of Learning Difficulties, 25 (2020) 1, S.31-49 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Greenway, Charlotte W.) ORCID (Rees Edwards, Alison)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2019.1709875
Schlagwörter	Comparative Analysis; Teacher Aides; Attention Deficit Hyperactivity Disorder; Knowledge Level; Teacher Attitudes; Intervention; Public School Teachers; Faculty Development; Correlation; Elementary School Teachers; Secondary School Teachers; Foreign Countries; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Handreichung; Lehrerhilfe; Wissensbasis; Lehrerverhalten; Korrelation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland
Abstract	Attention-deficit hyperactivity disorder (ADHD) rates in classrooms have increased considerably in recent years. Previous literature has acknowledged the significance of teachers' knowledge and attitudes towards ADHD when making referral and intervention decisions. Using Mulholland, Cumming and Jung's (2015) knowledge (SASK) and attitude (SASA) scales, ADHD training and perceived support were compared across public school teachers (n = 165) and teaching assistants (TAs) (n = 157) in the UK. Results indicated that teachers and TAs displayed adequate levels of knowledge, and TAs held better knowledge and more positive feelings towards ADHD than teachers. Training increased knowledge for TAs, but not for teachers, and training and support appeared important for both the teachers and TAs' attitudes. Both teachers and TAs reported inadequate training and expressed a desire for further ADHD training, and a significant association was found between knowledge and attitudes for teachers only. The implications for these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01