Knowledge and attitudes towards Attention Deficit Hyperactivity Disorder (ADHD): A comparison of teachers and teaching assistants

Greenway, Charlotte and Edwards Rees, Alison (2020) Knowledge and attitudes towards Attention Deficit Hyperactivity Disorder (ADHD): A comparison of teachers and teaching assistants. Australian Journal of Learning Difficulties, 25. ISSN 1940-4158

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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.

Item Type: Article
Additional Information: “This is an Accepted Manuscript of an article published by Taylor & Francis in Australian Journal of Learning Difficulties on 03.01.20, available online: http://www.tandfonline.com/https://doi.org/10.1080/19404158.2019.1709875.”
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Divisions: Institutes and Academies > Institute of Education and Humanities
Depositing User: Charlotte Greenway
Date Deposited: 13 Jan 2020 10:46
Last Modified: 03 Jul 2021 01:02
URI: https://repository.uwtsd.ac.uk/id/eprint/1141

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