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Teachers' knowledge and misperceptions of Attention‐Deficit/hyperactivity disorder
Author(s) -
Sciutto Mark J.,
Terjesen Mark D.,
Frank Allison S. Bender
Publication year - 2000
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/(sici)1520-6807(200003)37:2<115::aid-pits3>3.0.co;2-5
Subject(s) - psychology , attention deficit hyperactivity disorder , attention deficit , attention deficit disorder , clinical psychology , scale (ratio) , general knowledge , knowledge level , developmental psychology , psychiatry , mathematics education , physics , quantum mechanics
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.