Biography
Biography: Sami A. Al Mutairi1
Abstract
Background: Attention De cit Hyperactivity Disorder (ADHD) is one of the most common mental disorders that manifest among children. Despite the fact that the teacher’s role is essential in the assessment and management of pupils with ADHD and the recommendation of participation of teachers for the success and e ciency of diagnoses and treatment, the vast majority of
teachers have neither understanding nor knowledge of ADHD.
Objectives: e current study explores the kindergarten and elementary school teachers’ knowledge regarding early detection
and management of ADHD.
Methods: Cross sectional survey using strati ed random sampling technique was carried out in governmental and private elementary and Kindergarten schools in four cities of Qassim region, Saudi Arabia.
Results: e study included 1095 teachers, 711 (59.3%) did not get information about ADHD during undergraduate studies. Teacher’s overall ADHD knowledge mean was 21.7+5.5 out of 38 marks. Teachers with high quali cation degree and kindergarten specialty scored 56.4% and 60.2% respectively. Teachers who attended conferences related to ADHD scored 64.5%, while teachers who read about ADHD or have been ever asked to diagnose/teach an ADHD student had 59.4% and 62.1% respectively. e level of ADHD knowledge perception showed that 76% of teachers were knowledgeable in relation to overall perception about ADHD.
Conclusion: Teachers who have higher quali cations or training in identifying ADHD children scored higher in our study.