Teachers' recognition of children with ADHD: Role of subtype and gender
Moldavsky, Maria Sayal, Kapil
Moldavsky, Maria
Sayal, Kapil
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.
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Date
2013
Type
Article
Subject
Attention deficit disorder with hyperactivity, Neurodevelopmental disorders
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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.