Teachers' recognition of children with ADHD: Role of subtype and gender
| dc.contributor.author | Moldavsky, Maria | |
| dc.contributor.author | Sayal, Kapil | |
| dc.date.accessioned | 2017-08-24T14:53:48Z | |
| dc.date.available | 2017-08-24T14:53:48Z | |
| dc.date.issued | 2013 | |
| dc.identifier.citation | Moldavsky, M., Groenewald, C., Owen, V. & Sayal, K. (2013). Teachers' recognition of children with ADHD: Role of subtype and gender. Child and Adolescent Mental Health, 18 (1), pp.18-23. | |
| dc.identifier.other | 10.1111/j.1475-3588.2012.00653.x | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12904/7658 | |
| dc.description.abstract | Background: This study investigates the ability of primary school teachers to recognise Attention Deficit/Hyperactivity Disorder (ADHD), and the impact of subtype and child gender on recognition and proposed management. Method: Primary school teachers read one of four types of vignette describing the behaviour of a 9-year-old child: either a boy or a girl with inattentive or combined subtype of ADHD. Teachers were asked about their conceptualisation of the child's difficulties and their thoughts about need for specialist referral and other interventions. Results: Of 496 teachers, 99% identified the presence of a problem. Subtype (combined) of ADHD influenced teachers’ recognition of ADHD and agreement that medication might be helpful. Only 13% of teachers thought that medication might be helpful. Conclusions: Results suggest a need for better teacher awareness about inattentive subtype of ADHD. | |
| dc.description.uri | http://onlinelibrary.wiley.com/doi/10.1111/j.1475-3588.2012.00653.x/full | |
| dc.subject | Attention deficit disorder with hyperactivity | |
| dc.subject | Neurodevelopmental disorders | |
| dc.title | Teachers' recognition of children with ADHD: Role of subtype and gender | |
| dc.type | Article | |
| html.description.abstract | Background: This study investigates the ability of primary school teachers to recognise Attention Deficit/Hyperactivity Disorder (ADHD), and the impact of subtype and child gender on recognition and proposed management. Method: Primary school teachers read one of four types of vignette describing the behaviour of a 9-year-old child: either a boy or a girl with inattentive or combined subtype of ADHD. Teachers were asked about their conceptualisation of the child's difficulties and their thoughts about need for specialist referral and other interventions. Results: Of 496 teachers, 99% identified the presence of a problem. Subtype (combined) of ADHD influenced teachers’ recognition of ADHD and agreement that medication might be helpful. Only 13% of teachers thought that medication might be helpful. Conclusions: Results suggest a need for better teacher awareness about inattentive subtype of ADHD. |