Educational Intervention for Increasing Teachers’ ADHD Knowledge, Attitude, and Behaviour

purpose of the article the elementary school teacher is most often the first one who notice the hyperactivity or inattentive behaviours in the classroom and should be able to manage them and to do a right action. this study was assessed the effect of an ADHD educational intervention on the knowledge, attitudes, and behaviour of elementary school teachers in Isfahan, Iran. method of the research Teachers from ۱۲ schools who had at least one student with a definitive diagnosis of ADHD participated in the study and were allocated into either an intervention (n=۳۱) or control group (n=۲۷). Teachers’ ADHD knowledge, Attitude, and Behaviour were assessed before and after intervention. Six-session participatory intervention were provided only for the intervention group. data and main results: at baseline, the scores on knowledge, attitude as well as behaviour were not significantly different between the two groups. However, two mounts after the intervention, ANCOVA showed that the intervention group scored significantly higher on all three outcomes (P≤۰.۰۰۱). The results of the paired t-test showed a significant improvement in knowledge, attitude as well as behaviour in the intervention group. However, in the control group, there was no statistically significant pre-to-post improvement on any teacher’s measures. Conclusion: The educational intervention significantly improved teachers’, knowledge, attitudes as well as their behaviours and strategies to manage children with ADHD. It is recommended that this program will incorporate into in-service training courses for primary school teachers as a means of facilitating teaching and managing children with ADHD in class

کلیدواژه ها:

ADHD ، Teachers ، Knowledge ، Attitude ، Iran ، Intervention