Teachers’ recognition of children with ADHD: role of subtype and gender

Child and Adolescent Mental Health - Tập 18 Số 1 - Trang 18-23 - 2013
Maria Moldavsky1, Carla Groenewald2, Valerie M. Owen3, Kapil Sayal1,3
1Nottinghamshire Healthcare NHS Trust, Nottingham, UK
2North Bristol NHS Trust, Bristol, UK
3University of Nottingham, Nottingham, UK

Tóm tắt

BackgroundThis 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.MethodPrimary 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.ResultsOf 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.ConclusionsResults suggest a need for better teacher awareness about inattentive subtype of ADHD.

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Thông tin xuất bản

Child and Adolescent Mental Health

Tập 18 Số 1

18-23

Thông tin tác giả