Increasing teachers' knowledge about ADHD and learning disorders: an investigation on the role of a psychoeducational intervention

J Atten Disord. 2014 Nov;18(8):691-8. doi: 10.1177/1087054712453171. Epub 2012 Jul 30.

Abstract

Objective: To investigate elementary school teachers' baseline knowledge about ADHD and learning disorders (LD) and the impact of a strategy to increase awareness of these disorders.

Method: A total of 37 teachers were selected from four elementary schools in the catchment area of the University Hospital, in Porto Alegre, Brazil. To evaluate teachers' knowledge, two self-report questionnaires about ADHD and LD were applied before and after an awareness program on these disorders.

Results: The intervention significantly increased teachers' knowledge of both disorders, even after adjustment for confounding factors (p < .001). In the repeated measures ANCOVA, only teachers' previous knowledge of ADHD/LD (p < .001) was significant in predicting score change in knowledge before and after the intervention.

Conclusion: Results suggest the efficacy of a brief psychoeducational intervention program for increasing teacher awareness and knowledge about ADHD and LD. Future studies are warranted to confirm the efficacy and evaluate the long-term impact of this intervention.

Keywords: ADHD; awareness; learning disorders; teacher knowledge.

Publication types

  • Evaluation Study
  • Research Support, Non-U.S. Gov't

MeSH terms

  • Adult
  • Analysis of Variance
  • Attention Deficit Disorder with Hyperactivity*
  • Brazil
  • Child Psychiatry / education*
  • Faculty*
  • Feasibility Studies
  • Female
  • Humans
  • Learning Disabilities*
  • Middle Aged
  • Professional Competence / standards*
  • Schools
  • Self Report
  • Social Adjustment
  • Surveys and Questionnaires