فيما يلي قائمة منسقة للدراسات المنشورة المتعلقة بالجوانب المختلفة لاضطراب فرط الحركة وتشتت الانتباه في المملكة العربية السعودية. إذا كنت تعرف أي دراسات أخرى عن اضطراب فرط الحركة وتشتت الانتباه في المملكة العربية السعودية وترغب بإدراجها ضمن هذه القائمة، نرجو التواصل معنا هنا.
يمكنك أيضًا العثور على مزيد من الدراسات من المملكة العربية السعودية في هذه القائمة الكاملة للمنشورات ذات الصلة بترتيب زمني ، بالإضافة إلى قائمة بالأطروحات ذات الصلة التي تم توفيرها عبر الإنترنت.
ملاحظة: ما لم يُذكر على وجه التحديد ، فإن الدراسات أدناه لم يتم إجراؤها أو دعمها من قِبل الجمعية السعودية لاضطراب فرط الحركة وتشتت الانتباه، وتم توفيرها هنا كمصدر للباحثين فقط.
دراسات شمولية
Knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder [Arabic]
Abstract
This study aimed to identify the knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder. To achieve that purpose, the researcher used the descriptive survey method on a sample of (441) teachers from (general and special education) in schools in Riyadh that implemented (ADHD) programs. The study findings indicated that teachers of students with (ADHD) knowledge of effective educational interventions varied. It also found that female teachers’ knowledge of interventions is greater than the knowledge of male teachers. The exception was the cooperative learning intervention, in which the results were in favour of male teachers more than females. Moreover, the results showed that the knowledge of special education teachers of educational interventions was greater than that of general education teachers, and that the knowledge of teachers with less experience was greater. In addition, the knowledge of teachers who received training courses in the field of (ADHD) was greater than those who did not receive training courses in the field.
Source Link [Arabic]
Keywords
Cooperative learning, Self-management, Response to intervention, Evidence-based teaching practices, knowledge, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Nasayem K Almuqahwi," year="2020" title="Knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder [Arabic]" volume="" issue="20" journal="Arab Journal for Scientific Publishing" shortjournal="AJSP" startpage="" endpage="434" articlenum="" doi=""]نسبة الشيوع
Knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder [Arabic]
Abstract
This study aimed to identify the knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder. To achieve that purpose, the researcher used the descriptive survey method on a sample of (441) teachers from (general and special education) in schools in Riyadh that implemented (ADHD) programs. The study findings indicated that teachers of students with (ADHD) knowledge of effective educational interventions varied. It also found that female teachers’ knowledge of interventions is greater than the knowledge of male teachers. The exception was the cooperative learning intervention, in which the results were in favour of male teachers more than females. Moreover, the results showed that the knowledge of special education teachers of educational interventions was greater than that of general education teachers, and that the knowledge of teachers with less experience was greater. In addition, the knowledge of teachers who received training courses in the field of (ADHD) was greater than those who did not receive training courses in the field.
Source Link [Arabic]
Keywords
Cooperative learning, Self-management, Response to intervention, Evidence-based teaching practices, knowledge, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Nasayem K Almuqahwi," year="2020" title="Knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder [Arabic]" volume="" issue="20" journal="Arab Journal for Scientific Publishing" shortjournal="AJSP" startpage="" endpage="434" articlenum="" doi=""]المعرفة والوعي
Knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder [Arabic]
Abstract
This study aimed to identify the knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder. To achieve that purpose, the researcher used the descriptive survey method on a sample of (441) teachers from (general and special education) in schools in Riyadh that implemented (ADHD) programs. The study findings indicated that teachers of students with (ADHD) knowledge of effective educational interventions varied. It also found that female teachers’ knowledge of interventions is greater than the knowledge of male teachers. The exception was the cooperative learning intervention, in which the results were in favour of male teachers more than females. Moreover, the results showed that the knowledge of special education teachers of educational interventions was greater than that of general education teachers, and that the knowledge of teachers with less experience was greater. In addition, the knowledge of teachers who received training courses in the field of (ADHD) was greater than those who did not receive training courses in the field.
Source Link [Arabic]
Keywords
Cooperative learning, Self-management, Response to intervention, Evidence-based teaching practices, knowledge, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Nasayem K Almuqahwi," year="2020" title="Knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder [Arabic]" volume="" issue="20" journal="Arab Journal for Scientific Publishing" shortjournal="AJSP" startpage="" endpage="434" articlenum="" doi=""]التشخيص
Knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder [Arabic]
Abstract
This study aimed to identify the knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder. To achieve that purpose, the researcher used the descriptive survey method on a sample of (441) teachers from (general and special education) in schools in Riyadh that implemented (ADHD) programs. The study findings indicated that teachers of students with (ADHD) knowledge of effective educational interventions varied. It also found that female teachers’ knowledge of interventions is greater than the knowledge of male teachers. The exception was the cooperative learning intervention, in which the results were in favour of male teachers more than females. Moreover, the results showed that the knowledge of special education teachers of educational interventions was greater than that of general education teachers, and that the knowledge of teachers with less experience was greater. In addition, the knowledge of teachers who received training courses in the field of (ADHD) was greater than those who did not receive training courses in the field.
Source Link [Arabic]
Keywords
Cooperative learning, Self-management, Response to intervention, Evidence-based teaching practices, knowledge, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Nasayem K Almuqahwi," year="2020" title="Knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder [Arabic]" volume="" issue="20" journal="Arab Journal for Scientific Publishing" shortjournal="AJSP" startpage="" endpage="434" articlenum="" doi=""]دراسات شمولية
Knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder [Arabic]
Abstract
This study aimed to identify the knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder. To achieve that purpose, the researcher used the descriptive survey method on a sample of (441) teachers from (general and special education) in schools in Riyadh that implemented (ADHD) programs. The study findings indicated that teachers of students with (ADHD) knowledge of effective educational interventions varied. It also found that female teachers’ knowledge of interventions is greater than the knowledge of male teachers. The exception was the cooperative learning intervention, in which the results were in favour of male teachers more than females. Moreover, the results showed that the knowledge of special education teachers of educational interventions was greater than that of general education teachers, and that the knowledge of teachers with less experience was greater. In addition, the knowledge of teachers who received training courses in the field of (ADHD) was greater than those who did not receive training courses in the field.
Source Link [Arabic]