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
Saudi Arabian Teachers’ Knowledge and Beliefs about ADHD
- Mohaned Abed
- Susan Pearson
- Paula Clarke
- Mary Chambers
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is considered one of the most frequently diagnosed psychiatric childhood disorders. It affects 3-7% of school-aged children, interfering with their academic performance and social interactions. This study explored the knowledge and beliefs of teachers in Saudi Arabia about children with ADHD. The Knowledge about Attention Deficit Disorder Questionnaire (KADD-Q) was administered to a sample of teachers, followed by interviews with a subset of the total respondents. The results indicated that the teachers knew more about the characteristics of ADHD than they knew about its related causes and treatment. Overall, the findings indicated that these teachers had some knowledge about general characteristics of ADHD, but they had little understanding of causes and possible interventions. These results suggest an important need for more formal teacher training regarding all aspects of ADHD in school-age children.
Keywords
attitudes, awareness, featured, jeddah, study, teacherCitation
[research_citation style="APA" pubtype="journal" authors="Mohaned Abed,Susan Pearson,Paula Clarke,Mary Chambers," year="2014" title="Saudi Arabian Teachers’ Knowledge and Beliefs about ADHD" volume="15" issue="1" journal="Journal of the International Association of Special Education" shortjournal="JIASE" startpage="67" endpage="74" articlenum="" doi=""]نسبة الشيوع
Saudi Arabian Teachers’ Knowledge and Beliefs about ADHD
- Mohaned Abed
- Susan Pearson
- Paula Clarke
- Mary Chambers
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is considered one of the most frequently diagnosed psychiatric childhood disorders. It affects 3-7% of school-aged children, interfering with their academic performance and social interactions. This study explored the knowledge and beliefs of teachers in Saudi Arabia about children with ADHD. The Knowledge about Attention Deficit Disorder Questionnaire (KADD-Q) was administered to a sample of teachers, followed by interviews with a subset of the total respondents. The results indicated that the teachers knew more about the characteristics of ADHD than they knew about its related causes and treatment. Overall, the findings indicated that these teachers had some knowledge about general characteristics of ADHD, but they had little understanding of causes and possible interventions. These results suggest an important need for more formal teacher training regarding all aspects of ADHD in school-age children.
Keywords
attitudes, awareness, featured, jeddah, study, teacherCitation
[research_citation style="APA" pubtype="journal" authors="Mohaned Abed,Susan Pearson,Paula Clarke,Mary Chambers," year="2014" title="Saudi Arabian Teachers’ Knowledge and Beliefs about ADHD" volume="15" issue="1" journal="Journal of the International Association of Special Education" shortjournal="JIASE" startpage="67" endpage="74" articlenum="" doi=""]المعرفة والوعي
Saudi Arabian Teachers’ Knowledge and Beliefs about ADHD
- Mohaned Abed
- Susan Pearson
- Paula Clarke
- Mary Chambers
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is considered one of the most frequently diagnosed psychiatric childhood disorders. It affects 3-7% of school-aged children, interfering with their academic performance and social interactions. This study explored the knowledge and beliefs of teachers in Saudi Arabia about children with ADHD. The Knowledge about Attention Deficit Disorder Questionnaire (KADD-Q) was administered to a sample of teachers, followed by interviews with a subset of the total respondents. The results indicated that the teachers knew more about the characteristics of ADHD than they knew about its related causes and treatment. Overall, the findings indicated that these teachers had some knowledge about general characteristics of ADHD, but they had little understanding of causes and possible interventions. These results suggest an important need for more formal teacher training regarding all aspects of ADHD in school-age children.
Keywords
attitudes, awareness, featured, jeddah, study, teacherCitation
[research_citation style="APA" pubtype="journal" authors="Mohaned Abed,Susan Pearson,Paula Clarke,Mary Chambers," year="2014" title="Saudi Arabian Teachers’ Knowledge and Beliefs about ADHD" volume="15" issue="1" journal="Journal of the International Association of Special Education" shortjournal="JIASE" startpage="67" endpage="74" articlenum="" doi=""]التشخيص
Saudi Arabian Teachers’ Knowledge and Beliefs about ADHD
- Mohaned Abed
- Susan Pearson
- Paula Clarke
- Mary Chambers
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is considered one of the most frequently diagnosed psychiatric childhood disorders. It affects 3-7% of school-aged children, interfering with their academic performance and social interactions. This study explored the knowledge and beliefs of teachers in Saudi Arabia about children with ADHD. The Knowledge about Attention Deficit Disorder Questionnaire (KADD-Q) was administered to a sample of teachers, followed by interviews with a subset of the total respondents. The results indicated that the teachers knew more about the characteristics of ADHD than they knew about its related causes and treatment. Overall, the findings indicated that these teachers had some knowledge about general characteristics of ADHD, but they had little understanding of causes and possible interventions. These results suggest an important need for more formal teacher training regarding all aspects of ADHD in school-age children.
Keywords
attitudes, awareness, featured, jeddah, study, teacherCitation
[research_citation style="APA" pubtype="journal" authors="Mohaned Abed,Susan Pearson,Paula Clarke,Mary Chambers," year="2014" title="Saudi Arabian Teachers’ Knowledge and Beliefs about ADHD" volume="15" issue="1" journal="Journal of the International Association of Special Education" shortjournal="JIASE" startpage="67" endpage="74" articlenum="" doi=""]دراسات شمولية
Saudi Arabian Teachers’ Knowledge and Beliefs about ADHD
- Mohaned Abed
- Susan Pearson
- Paula Clarke
- Mary Chambers
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is considered one of the most frequently diagnosed psychiatric childhood disorders. It affects 3-7% of school-aged children, interfering with their academic performance and social interactions. This study explored the knowledge and beliefs of teachers in Saudi Arabia about children with ADHD. The Knowledge about Attention Deficit Disorder Questionnaire (KADD-Q) was administered to a sample of teachers, followed by interviews with a subset of the total respondents. The results indicated that the teachers knew more about the characteristics of ADHD than they knew about its related causes and treatment. Overall, the findings indicated that these teachers had some knowledge about general characteristics of ADHD, but they had little understanding of causes and possible interventions. These results suggest an important need for more formal teacher training regarding all aspects of ADHD in school-age children.