Effectiveness of a Long-Term Training Programme for Teachers in Attention-Deficit/Hyperactivity Disorder on Knowledge and Self-Efficacy
The active participation of teachers in the process of diagnosis and intervention of Attention-Deficit/Hyperactivity Disorder (ADHD) is relevant to helping mitigate future problems in children with ADHD. In training programmes, teachers usually implement strategies to improve the child’s functioning...
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| Format: | Article |
| Language: | English |
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MDPI AG
2021-06-01
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| Series: | Mathematics |
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| Online Access: | https://www.mdpi.com/2227-7390/9/12/1414 |
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| author | Sonia Jarque Fernández Laura Amado Luz Marta Oporto Alonso Marina Fernández-Andújar |
| author_facet | Sonia Jarque Fernández Laura Amado Luz Marta Oporto Alonso Marina Fernández-Andújar |
| author_sort | Sonia Jarque Fernández |
| collection | DOAJ |
| description | The active participation of teachers in the process of diagnosis and intervention of Attention-Deficit/Hyperactivity Disorder (ADHD) is relevant to helping mitigate future problems in children with ADHD. In training programmes, teachers usually implement strategies to improve the child’s functioning after participating in an ADHD management-training programme. However, they receive little psycho-educational training and coaching and have low-to-moderate levels of knowledge of the disorder, mostly in terms of training in classroom management strategies. This study analyses the effectiveness of training in increasing knowledge and perceived self-efficacy with regard to ADHD in 40 primary school teachers. Twenty of these teachers participated in a long-term psycho-educational training programme on the management of ADHD (intervention multimodal group), while the other 20 did not (control group). The results of the post-treatment phase revealed statistically significant differences between the two groups of teachers with regard to their knowledge (Z = −5.427; <i>p</i> = 0.000; d = 0.89) and perceived self-efficacy (Z = −5.150; <i>p</i> = 0.000; d = 0.79), in favour of the participants who had received training. Our findings have important implications for the design of training programmes for teachers in the management of ADHD in the classroom. |
| first_indexed | 2024-03-10T10:18:42Z |
| format | Article |
| id | doaj.art-a58363441aa34001b1f4b321b301f741 |
| institution | Directory Open Access Journal |
| issn | 2227-7390 |
| language | English |
| last_indexed | 2024-03-10T10:18:42Z |
| publishDate | 2021-06-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Mathematics |
| spelling | doaj.art-a58363441aa34001b1f4b321b301f7412023-11-22T00:38:35ZengMDPI AGMathematics2227-73902021-06-01912141410.3390/math9121414Effectiveness of a Long-Term Training Programme for Teachers in Attention-Deficit/Hyperactivity Disorder on Knowledge and Self-EfficacySonia Jarque Fernández0Laura Amado Luz1Marta Oporto Alonso2Marina Fernández-Andújar3Facultat de Psicología, Universitat de Barcelona, 08035 Barcelona, SpainFacultad de Psicología, Universitat Abat Oliba CEU, CEU Universities, 08022 Barcelona, SpainFacultad de Psicología, Universitat Abat Oliba CEU, CEU Universities, 08022 Barcelona, SpainFacultad de Psicología, Universitat Abat Oliba CEU, CEU Universities, 08022 Barcelona, SpainThe active participation of teachers in the process of diagnosis and intervention of Attention-Deficit/Hyperactivity Disorder (ADHD) is relevant to helping mitigate future problems in children with ADHD. In training programmes, teachers usually implement strategies to improve the child’s functioning after participating in an ADHD management-training programme. However, they receive little psycho-educational training and coaching and have low-to-moderate levels of knowledge of the disorder, mostly in terms of training in classroom management strategies. This study analyses the effectiveness of training in increasing knowledge and perceived self-efficacy with regard to ADHD in 40 primary school teachers. Twenty of these teachers participated in a long-term psycho-educational training programme on the management of ADHD (intervention multimodal group), while the other 20 did not (control group). The results of the post-treatment phase revealed statistically significant differences between the two groups of teachers with regard to their knowledge (Z = −5.427; <i>p</i> = 0.000; d = 0.89) and perceived self-efficacy (Z = −5.150; <i>p</i> = 0.000; d = 0.79), in favour of the participants who had received training. Our findings have important implications for the design of training programmes for teachers in the management of ADHD in the classroom.https://www.mdpi.com/2227-7390/9/12/1414knowledge of ADHDteacher trainingADHD childrentreatment |
| spellingShingle | Sonia Jarque Fernández Laura Amado Luz Marta Oporto Alonso Marina Fernández-Andújar Effectiveness of a Long-Term Training Programme for Teachers in Attention-Deficit/Hyperactivity Disorder on Knowledge and Self-Efficacy Mathematics knowledge of ADHD teacher training ADHD children treatment |
| title | Effectiveness of a Long-Term Training Programme for Teachers in Attention-Deficit/Hyperactivity Disorder on Knowledge and Self-Efficacy |
| title_full | Effectiveness of a Long-Term Training Programme for Teachers in Attention-Deficit/Hyperactivity Disorder on Knowledge and Self-Efficacy |
| title_fullStr | Effectiveness of a Long-Term Training Programme for Teachers in Attention-Deficit/Hyperactivity Disorder on Knowledge and Self-Efficacy |
| title_full_unstemmed | Effectiveness of a Long-Term Training Programme for Teachers in Attention-Deficit/Hyperactivity Disorder on Knowledge and Self-Efficacy |
| title_short | Effectiveness of a Long-Term Training Programme for Teachers in Attention-Deficit/Hyperactivity Disorder on Knowledge and Self-Efficacy |
| title_sort | effectiveness of a long term training programme for teachers in attention deficit hyperactivity disorder on knowledge and self efficacy |
| topic | knowledge of ADHD teacher training ADHD children treatment |
| url | https://www.mdpi.com/2227-7390/9/12/1414 |
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