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
Schoolteachers’ Knowledge of Attention-Deficit/ Hyperactivity Disorder—Current Status and Effectiveness of Knowledge Improvement Program: A Randomized Controlled Trial
- Abdullah M Alshehri
- Shehata F Shehata
- Khalid M Almosa
- Nabil J Awadalla
Abstract
Background: Adequately knowledgeable schoolteachers can play an essential role in early detection and proper treatment of children with attention-deficit/hyperactivity disorder (ADHD) at school.
Objectives: To assess the schoolteachers’ knowledge of ADHD and to evaluate the effectiveness of the ADHD knowledge improvement program.
Methods: A randomized controlled trial study design was followed on 100 primary school teachers from Abha City, Saudi Arabia. Teachers were randomly selected and allocated into trial and control groups. A self-administered questionnaire was used to evaluate teachers’ knowledge about ADHD. After the baseline assessment, participants in the trial group received a two-day ADHD knowledge improvement program. Teachers’ knowledge about ADHD was reassessed using the same questionnaire immediately after finishing the intervention program and after three months in both groups.
Results: Only 16% and 22% of trial and control groups, respectively, showed adequate baseline knowledge about ADHD. Teachers’ main sources of information about ADHD were the internet (67%), friends (47%), TV (34%), and reading books (23%). Knowledge of teachers in the trial group significantly improved immediately after the intervention. After three months, these knowledge benefits slightly declined but remained more adequate than those of teachers in the control group. The logistic regression model revealed that being a participant in the trial group and of higher qualification were associated with significant improvement in teachers’ retained knowledge on ADHD (p < 0.001 and p = 0.050, respectively).
Conclusions: The majority of male primary school teachers in Abha City, Saudi Arabia, have inadequate knowledge about ADHD. Applying a knowledge improvement program can substantially improve their knowledge of ADHD. Consideration should be given to the integration of ADHD knowledge improvement program into teachers’ educational programs.
Keywords
attention-deficity/hyperactivity disorder, ADHD, teachers, educational program intervention, Saudi Arabia, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Abdullah M Alshehri,Shehata F Shehata,Khalid M Almosa,Nabil J Awadalla," year="2020" title="Schoolteachers’ Knowledge of Attention-Deficit/ Hyperactivity Disorder—Current Status and Effectiveness of Knowledge Improvement Program: A Randomized Controlled Trial" volume="17" issue="5605" journal="International Journal of Environmental Research and Public Health" shortjournal="Int J Environ Res Public Health" startpage="" endpage="" articlenum="" doi="10.3390/ijerph17155605"]نسبة الشيوع
Schoolteachers’ Knowledge of Attention-Deficit/ Hyperactivity Disorder—Current Status and Effectiveness of Knowledge Improvement Program: A Randomized Controlled Trial
- Abdullah M Alshehri
- Shehata F Shehata
- Khalid M Almosa
- Nabil J Awadalla
Abstract
Background: Adequately knowledgeable schoolteachers can play an essential role in early detection and proper treatment of children with attention-deficit/hyperactivity disorder (ADHD) at school.
Objectives: To assess the schoolteachers’ knowledge of ADHD and to evaluate the effectiveness of the ADHD knowledge improvement program.
Methods: A randomized controlled trial study design was followed on 100 primary school teachers from Abha City, Saudi Arabia. Teachers were randomly selected and allocated into trial and control groups. A self-administered questionnaire was used to evaluate teachers’ knowledge about ADHD. After the baseline assessment, participants in the trial group received a two-day ADHD knowledge improvement program. Teachers’ knowledge about ADHD was reassessed using the same questionnaire immediately after finishing the intervention program and after three months in both groups.
Results: Only 16% and 22% of trial and control groups, respectively, showed adequate baseline knowledge about ADHD. Teachers’ main sources of information about ADHD were the internet (67%), friends (47%), TV (34%), and reading books (23%). Knowledge of teachers in the trial group significantly improved immediately after the intervention. After three months, these knowledge benefits slightly declined but remained more adequate than those of teachers in the control group. The logistic regression model revealed that being a participant in the trial group and of higher qualification were associated with significant improvement in teachers’ retained knowledge on ADHD (p < 0.001 and p = 0.050, respectively).
Conclusions: The majority of male primary school teachers in Abha City, Saudi Arabia, have inadequate knowledge about ADHD. Applying a knowledge improvement program can substantially improve their knowledge of ADHD. Consideration should be given to the integration of ADHD knowledge improvement program into teachers’ educational programs.
Keywords
attention-deficity/hyperactivity disorder, ADHD, teachers, educational program intervention, Saudi Arabia, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Abdullah M Alshehri,Shehata F Shehata,Khalid M Almosa,Nabil J Awadalla," year="2020" title="Schoolteachers’ Knowledge of Attention-Deficit/ Hyperactivity Disorder—Current Status and Effectiveness of Knowledge Improvement Program: A Randomized Controlled Trial" volume="17" issue="5605" journal="International Journal of Environmental Research and Public Health" shortjournal="Int J Environ Res Public Health" startpage="" endpage="" articlenum="" doi="10.3390/ijerph17155605"]المعرفة والوعي
Schoolteachers’ Knowledge of Attention-Deficit/ Hyperactivity Disorder—Current Status and Effectiveness of Knowledge Improvement Program: A Randomized Controlled Trial
- Abdullah M Alshehri
- Shehata F Shehata
- Khalid M Almosa
- Nabil J Awadalla
Abstract
Background: Adequately knowledgeable schoolteachers can play an essential role in early detection and proper treatment of children with attention-deficit/hyperactivity disorder (ADHD) at school.
Objectives: To assess the schoolteachers’ knowledge of ADHD and to evaluate the effectiveness of the ADHD knowledge improvement program.
Methods: A randomized controlled trial study design was followed on 100 primary school teachers from Abha City, Saudi Arabia. Teachers were randomly selected and allocated into trial and control groups. A self-administered questionnaire was used to evaluate teachers’ knowledge about ADHD. After the baseline assessment, participants in the trial group received a two-day ADHD knowledge improvement program. Teachers’ knowledge about ADHD was reassessed using the same questionnaire immediately after finishing the intervention program and after three months in both groups.
Results: Only 16% and 22% of trial and control groups, respectively, showed adequate baseline knowledge about ADHD. Teachers’ main sources of information about ADHD were the internet (67%), friends (47%), TV (34%), and reading books (23%). Knowledge of teachers in the trial group significantly improved immediately after the intervention. After three months, these knowledge benefits slightly declined but remained more adequate than those of teachers in the control group. The logistic regression model revealed that being a participant in the trial group and of higher qualification were associated with significant improvement in teachers’ retained knowledge on ADHD (p < 0.001 and p = 0.050, respectively).
Conclusions: The majority of male primary school teachers in Abha City, Saudi Arabia, have inadequate knowledge about ADHD. Applying a knowledge improvement program can substantially improve their knowledge of ADHD. Consideration should be given to the integration of ADHD knowledge improvement program into teachers’ educational programs.
Keywords
attention-deficity/hyperactivity disorder, ADHD, teachers, educational program intervention, Saudi Arabia, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Abdullah M Alshehri,Shehata F Shehata,Khalid M Almosa,Nabil J Awadalla," year="2020" title="Schoolteachers’ Knowledge of Attention-Deficit/ Hyperactivity Disorder—Current Status and Effectiveness of Knowledge Improvement Program: A Randomized Controlled Trial" volume="17" issue="5605" journal="International Journal of Environmental Research and Public Health" shortjournal="Int J Environ Res Public Health" startpage="" endpage="" articlenum="" doi="10.3390/ijerph17155605"]التشخيص
Schoolteachers’ Knowledge of Attention-Deficit/ Hyperactivity Disorder—Current Status and Effectiveness of Knowledge Improvement Program: A Randomized Controlled Trial
- Abdullah M Alshehri
- Shehata F Shehata
- Khalid M Almosa
- Nabil J Awadalla
Abstract
Background: Adequately knowledgeable schoolteachers can play an essential role in early detection and proper treatment of children with attention-deficit/hyperactivity disorder (ADHD) at school.
Objectives: To assess the schoolteachers’ knowledge of ADHD and to evaluate the effectiveness of the ADHD knowledge improvement program.
Methods: A randomized controlled trial study design was followed on 100 primary school teachers from Abha City, Saudi Arabia. Teachers were randomly selected and allocated into trial and control groups. A self-administered questionnaire was used to evaluate teachers’ knowledge about ADHD. After the baseline assessment, participants in the trial group received a two-day ADHD knowledge improvement program. Teachers’ knowledge about ADHD was reassessed using the same questionnaire immediately after finishing the intervention program and after three months in both groups.
Results: Only 16% and 22% of trial and control groups, respectively, showed adequate baseline knowledge about ADHD. Teachers’ main sources of information about ADHD were the internet (67%), friends (47%), TV (34%), and reading books (23%). Knowledge of teachers in the trial group significantly improved immediately after the intervention. After three months, these knowledge benefits slightly declined but remained more adequate than those of teachers in the control group. The logistic regression model revealed that being a participant in the trial group and of higher qualification were associated with significant improvement in teachers’ retained knowledge on ADHD (p < 0.001 and p = 0.050, respectively).
Conclusions: The majority of male primary school teachers in Abha City, Saudi Arabia, have inadequate knowledge about ADHD. Applying a knowledge improvement program can substantially improve their knowledge of ADHD. Consideration should be given to the integration of ADHD knowledge improvement program into teachers’ educational programs.
Keywords
attention-deficity/hyperactivity disorder, ADHD, teachers, educational program intervention, Saudi Arabia, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Abdullah M Alshehri,Shehata F Shehata,Khalid M Almosa,Nabil J Awadalla," year="2020" title="Schoolteachers’ Knowledge of Attention-Deficit/ Hyperactivity Disorder—Current Status and Effectiveness of Knowledge Improvement Program: A Randomized Controlled Trial" volume="17" issue="5605" journal="International Journal of Environmental Research and Public Health" shortjournal="Int J Environ Res Public Health" startpage="" endpage="" articlenum="" doi="10.3390/ijerph17155605"]دراسات شمولية
Schoolteachers’ Knowledge of Attention-Deficit/ Hyperactivity Disorder—Current Status and Effectiveness of Knowledge Improvement Program: A Randomized Controlled Trial
- Abdullah M Alshehri
- Shehata F Shehata
- Khalid M Almosa
- Nabil J Awadalla
Abstract
Background: Adequately knowledgeable schoolteachers can play an essential role in early detection and proper treatment of children with attention-deficit/hyperactivity disorder (ADHD) at school.
Objectives: To assess the schoolteachers’ knowledge of ADHD and to evaluate the effectiveness of the ADHD knowledge improvement program.
Methods: A randomized controlled trial study design was followed on 100 primary school teachers from Abha City, Saudi Arabia. Teachers were randomly selected and allocated into trial and control groups. A self-administered questionnaire was used to evaluate teachers’ knowledge about ADHD. After the baseline assessment, participants in the trial group received a two-day ADHD knowledge improvement program. Teachers’ knowledge about ADHD was reassessed using the same questionnaire immediately after finishing the intervention program and after three months in both groups.
Results: Only 16% and 22% of trial and control groups, respectively, showed adequate baseline knowledge about ADHD. Teachers’ main sources of information about ADHD were the internet (67%), friends (47%), TV (34%), and reading books (23%). Knowledge of teachers in the trial group significantly improved immediately after the intervention. After three months, these knowledge benefits slightly declined but remained more adequate than those of teachers in the control group. The logistic regression model revealed that being a participant in the trial group and of higher qualification were associated with significant improvement in teachers’ retained knowledge on ADHD (p < 0.001 and p = 0.050, respectively).
Conclusions: The majority of male primary school teachers in Abha City, Saudi Arabia, have inadequate knowledge about ADHD. Applying a knowledge improvement program can substantially improve their knowledge of ADHD. Consideration should be given to the integration of ADHD knowledge improvement program into teachers’ educational programs.