Primary school teachers' beliefs and advice to parents concerning sugar consumption and activity in children

Knowledge and attitude of Attention-Deficit and Hyperactivity Disorder (ADHD) among male primary school teachers, in Riyadh City, Saudi Arabia

Objective:

The aim of this study was to explore teachers' knowledge about the ADHD, its origin, causes, and identify the main demographic variables affecting their knowledge.

Methods:

The study was conducted among male school teachers of ten government primary schools that are found in different regions of Riyadh city, the Kingdom of Saudi Arabia. We used a stratified random sampling technique to collect our sample with inclusion criteria of being male teachers who currently working in male government primary school and are directly involved on teaching of students. Data analysis was performed using SPSS software statistical program version 21.

Results:

We received 400 response for our questionnaire, mostly younger than 40 years old. Most of teachers in this sample had a bachelor's degree, only 6% had diploma while 8% had a higher degree, while most of them had experience more than 5 years in teaching (74.2%). only 8%of teachers admitted that they had not heard about ADHD before. 78% of teachers had read about ADHD at least once before. This knowledge was more from reading books (32.8%) followed by reading internet websites (28.7%), TV/Media (14.6%) while magazine and social media represent (23.9%). Most of the teachers showed that they had attended courses/training about ADHD (76.7%) however only 40.4% of them thought that they had the enough information about the disease. 51.5% of teachers showed that they had already asked before to assess a child who was suspected to have ADHD and 65.3% had taught a child with the disease.

Conclusion:

From the results of this study, it is concluded that the knowledge regarding ADHD among elementary school teachers is suboptimal. Some teachers had misunderstanding about ADHD symptoms and general information, which indicated the further needing for courses to enhance this knowledge.

What Do Primary and Secondary School Teachers Know About ADHD in Children? Findings From a Systematic Review and a Representative, Nationwide Sample of Danish Teachers

OBJECTIVE

To identify what primary and secondary school teachers know about ADHD in children and, furthermore, to identify which factors predict their knowledge.

METHOD

A 29-item questionnaire about ADHD was distributed to a random, nationwide, and representative sample of Danish primary and secondary school teachers. Data were analyzed descriptively and by hierarchical regression analysis.

RESULTS

A total of 528 teachers were included. Most teachers identified the symptoms of ADHD (79%-96%) and effective classroom intervention strategies (75%-98%). However, knowledge about other characteristics, etiology, prognosis, and treatment was inconsistent, for example, only 56% and 17% correctly rejected diet as a cause and effective treatment for ADHD. Among the strongest predictors for correct knowledge was having been provided postgraduate education about ADHD.

CONCLUSION

Teachers require knowledge about ADHD to successfully include and manage children with ADHD and, additionally, to ensure positive working environments for teachers and support constructive school-home working collaborations.

Effect of attention-deficit-hyperactivity-disorder training program on the knowledge and attitudes of primary school teachers in Kaduna, North West Nigeria

BACKGROUND

There are indications that teachers have limited knowledge about attention deficit hyperactivity disorder (ADHD), despite its high prevalence in childhood and its long-term effects on students such as academic underachievement, reduced self-esteem, and social and behavioural difficulties. This study is therefore aimed at assessing the effect of an ADHD training program on the knowledge of ADHD among primary school teachers in Kaduna, Nigeria and their attitudes towards pupils with ADHD.

METHODS

This was a randomized controlled trial involving 84 primary school teachers in the intervention group and 75 teachers in the control group. Participants in the intervention group received an initial 3-h training with a one-and-a-half hour booster session 2 weeks later using the World Health Organisation MhGAP-IG module on behavioural disorders focusing on ADHD. Outcome measures were knowledge of ADHD, attitude towards ADHD, and knowledge of behavioural intervention.

RESULTS

Controlling for baseline scores, the intervention group had significantly higher post intervention scores on knowledge of ADHD, lower scores on attitude towards ADHD (i.e. less negative attitudes), and higher scores on knowledge of behavioural intervention compared with the control group respectively. The intervention showed moderate to large effect sizes. The booster training was associated with a further statistically significant increase in knowledge of ADHD only.

CONCLUSIONS

The training program significantly improved the knowledge and attitudes of the teachers in the intervention group towards ADHD. Considerations should be given to incorporating ADHD training programs into teacher-training curricula in Nigeria, with regular reinforcement through in-service training.

Are Schools Meeting the Needs of Students with ADHD?

Attention Deficit Hyperactivity Disorder (ADHD) can have a major impact on students’ functioning at school—academically and socially. This study examined parental perceptions of schools in relation to their understanding of ADHD, information provided and general support. Parents of consecutive children with ADHD seen at the Centre for Community Child Health, Royal Children’s Hospital, Melbourne completed a questionnaire that assessed their beliefs about ADHD and schools. Questionnaire data were obtained from 66 parents (43 mothers, 23 fathers) of patients aged from 6 to 19 years (M = 10.4). The results indicated that parents of children with ADHD perceive that teachers have inadequate understanding, and schools insufficient resources, to support their children’s special needs. Schools need more resources, and teachers need more training, to promote positive experiences and outcomes for children with ADHD.

[Teachers and attention deficit and/or hyperactivity disorder: a pilot study on the situation of teachers in Tyrol]

BACKGROUND

Given the high prevalence of approximately 5% of Attention Deficit and/or Hyperactivity Disorder in children the level of knowledge of Tyrolean educators at selected educational institutions was examined.

METHODS

As part of the thesis of A. Aglan 170 questionnaires were distributed at selected Tyrolean schools from May to October 2010. The questionnaires were completed voluntarily and anonymously by educators working there and then turned in. The questionnaire consisted of 43 items and was evaluated by means of conventional statistical methods.

RESULTS

98 (58%) of the questionnaires sent out were returned. 93 questionnaires (55%) were evaluated using standard statistical methods. Teachers were well informed about generic aspects of Attention Deficit and/or Hyperactivity Disorder. Knowledge gaps could be identified regarding the underlying causes of the disorder and available treatment options. Teachers demonstrated great willingness to actively cooperate and to learn more about Attention Deficit and/or Hyperactivity Disorder through further education in order to improve the situation of all parties involved.

CONCLUSIONS

Lack of knowledge was found regarding the subtopics "causes of Attention Deficit and/or Hyperactivity Disorder" and "Treatment Options". The majority of the teachers would appreciate specialized training and is willing to adapt their lessons to the requirements of children, pupils and students affected by Attention Deficit and/or Hyperactivity Disorder.

[Knowledge and beliefs of professional workers in education, health and social services towards ADHD]

This study aims at better understanding the knowledge and beliefs of professional workers in school, health and social service settings in Quebec regarding ADHD. The authors examine the important discrepancies identified by Cohen (1999) between identified standard practices in treating ADHD patients and practices used in Quebec. This situation could be linked to insufficient knowledge of workers or certain of their beliefs that oppose these practices and their reluctance to implement them in their environment. Two measurement scales were utilised : the Attention Deficit Hyperactivity Disorder Orientation Scale (ADHDOS, Couture, 2002) and the Survey of ADHD of Jerome and al. (1994). Results show among other things, that knowledge and beliefs vary according to professionals'background and training.

Effect of the ketogenic diet on the activity level of Wistar rats

Children, adolescents, and adults with epilepsy often also show symptoms associated with attention-deficit/hyperactivity disorder (ADHD). The ketogenic diet, which is administered to children with epilepsy refractory to drug therapy, seems to improve behavior in individuals with symptoms of ADHD. The basis for this improvement is unknown, although it seems to be unrelated to seizure control. The present research was designed to investigate the effect of two ketogenic diets on the behavior of normal adult male rats. Two experiments were conducted. In experiment 1, 36 subjects were placed on one of three diets: a control diet, a 6.3:1 ketogenic diet, and a 4:1 ketogenic diet. In experiment 2, 20 subjects were placed either on a control diet or on a 4:1 ketogenic diet. The activity level of each subject was measured using an open field test. Time spent immobile, grooming, and in exploratory behavior was measured for 600 s. Subjects were tested once before initiation of the diets and once while on the diets. No significant group differences were found in activity level before initiation of the diets. After initiation of the diets, subjects in both ketogenic groups showed a significantly lower activity level than the rats on the control diet. The ketogenic diet decreases activity level in an animal model. This behavioral change may relate to the improved behavior seen when children with symptoms of ADHD are placed on the diet.

Bridging the gap between health and education: words are not enough

OBJECTIVES

When using specific terminology for childhood developmental disorders, paediatricians make assumptions about what teachers know and believe. If these assumptions are incorrect, collaborative management may be compromised. We surveyed primary school teachers in North Brisbane regarding their beliefs about developmental disorders and their views on collaboration between medical and educational professionals.

METHODS

A survey questionnaire was written specifically, and then piloted with professional colleagues and 40 teachers. Questions examined teachers' opinions about, and personal experience with various developmental disorders. Free comments addressed barriers to collaboration with doctors, and how this might be improved. Responses were analysed using descriptive statistics.

RESULTS

Responses were received from all of the 41 schools surveyed. Overall, completed questionnaires were obtained from 297 of 397 (75%) primary classroom teachers surveyed. Several apparent misconceptions were held, either by the majority (e.g. 70% felt dietary modification is commonly successful treatment for ADHD), or by a significant minority of teachers (e.g. 23% believed autistic spectrum disorder is not a permanent neurological condition). Responses to many questions concurred with the authors' assumptions. Teachers reported high levels of concern about lack of training and resource support for managing special-needs children. Over three-quarters of teachers did not access doctors for information, relying instead on special education professionals (96%) or parents (94%). Few group differences were noted by age, sex, years teaching experience, or system (Catholic, State). Free comments identified significant barriers to the collaboration process, and suggested strategies to address these.

CONCLUSIONS

Doctors cannot assume teachers' beliefs about developmental disorders are similar to their own. Furthermore, doctors should recognize constraints that teachers work under, and can take the initiative to improve collaboration with topic-based as well as child-specific information.

Nicotine as an Addictive Substance: A Critical Examination of the Basic Concepts and Empirical Evidence

The present review is a critical analysis of the concepts behind and the empirical data supporting the view that tobacco use represents an addiction to nicotine. It deals with general aspects of the notion of addiction, while concentrating on specific problems associated with incorporating nicotine into current frameworks. The notion of addiction suffers from unprecedented definitional difficulties. The definitions offered by various authorities are very different, even contradictory. Definitions that reasonably include nicotine are so broad and vague that they allow many trivial things, such as salt, sugar, and watching television, to be considered addictive. Definitions that exclude the trivia also exclude nicotine. The addiction hypothesis, in general, is strongly shaped by views that certain drugs bring about a molecular level subversion of rationality. The main human evidence for this is verbal reports of smokers who say that they can't quit. On the other hand, the existence of many millions of successful quitters suggests that most people can quit. Some smokers don't quit, but whether they can't is another matter. The addiction hypothesis would be greatly strengthened by the demonstration that any drug of abuse produces special changes in the brain. It has yet to be shown that any drug produces changes in the brain different from those produced by many innocuous substances and events. The effects of nicotine on the brain are similar to those of sugar, salt, exercise, and other harmless substances and events. Apart from numerous conceptual and definitional inadequacies with the addiction concept in general, the notion that nicotine is addictive lacks reasonable empirical support. Nicotine does not have the properties of reference drugs of abuse. There are so many findings that conflict so starkly with the view that nicotine is addictive that it increasingly appears that adhering to the nicotine addiction thesis is only defensible on extra-scientific grounds.

Illusory Correlations: A Simple Associative Algorithm Provides a Convergent Account of Seemingly Divergent Paradigms

Subjective correlations that exaggerate objectively presented contingencies are usually referred to as illusory correlations. An empirical review reveals 3 major paradigms of illusory correlations, drawing on 2 prominent but conflicting gestalt principles, congruency and distinctiveness. Congruency accounts for expectancy-based illusory correlations, whereas distinctiveness is relevant to illusions resulting from the asymmetry of positive and negative attributes and from infrequency. The congruency principle implies a processing advantage for expected stimuli, whereas distinctiveness assumes enhanced processing of unexpected events. This apparent conflict is resolved, and an integrative account is offered within a simple connectionist framework (BIAS) of correlation assessment. The basic algorithm is outlined, empirical findings are simulated, new theoretical distinctions are introduced, and analogies to related paradigms are explained.