Saudi ADHD Research

• Samiah Alotaibi
• Anwar S Al-Shawi
• Norah Alsoqih
• Rand Almushaiti
• Hend Ali
• Samah Alkuraydis

Background: ADHD is a chronic genetic neurodevelopmental disorder. Which is represented by either inattention or hyperactivity symptoms or both. Subsequently, the peak of symptoms appears during childhood and decreases with growing older. Plenty of researches showed various factors could contribute to increasing symptoms' severity. ADHD is considered as one of the most common neurodevelopmental disorders. Yet, Saudi society's awareness of it appears to be relatively lacking. Apart from that, researches showed that teachers and parents misconception about the disorder affects children's improvement as a result of decreased support and not providing a healthy environment for children's case.

Objectives: The general objective is to measure awareness levels of ADHD among college students who majored in special education. Besides, other specific objectives such as assessing their knowledge about dealing with an ADHD child, assessing their thoughts about having an ADHD course and its importance in their career, and evaluating ADHD involvement within special education curriculums.

Methods: Data were collected through a demographic questionnaire along with the Knowledge of Attention Deficit Disorders Scale (KADDS). Then, processed by the SPSS Statistics program.

Results: The 88 participants recorded low levels of awareness (39.74%). Especially in the aspects of general features and treatment of the disorder. With a significant difference in the knowledge level regarding those who took university courses about ADHD 86.4% and those who did not. 87.5% of special education students in our sample showed interest in adding a separate course about ADHD. Finally, 89.8% of special education students found their knowledge about ADHD critical in their future careers.

• Naseem Alhujaili
• Sarah Allaf
• Sarah Alhawiti
• Ghadi Alyoubi
• Hassan Alfardan
• Arwa Alhawdar
• Abdulhakim Alghamdi
• Umar Abdul Hai
• Atheer Al-Lihaibi
• Naseem Alhujaili
• Khames Alzahrani

Attention deficit/hyperactivity disorder (ADHD) is the most common mental health condition in children, affecting social interaction and self-esteem. ADHD is characterized by symptoms such as inattention, hyperactive-impulsive behavior, or both. There is limited research on parental knowledge and awareness of ADHD in Saudi Arabia. Understanding parental knowledge is crucial for effective parenting and treatment compliance. We are aiming to assess parental knowledge and awareness regarding ADHD symptoms. This cross-sectional study utilizes a structured questionnaire developed by the authors. The study includes Saudi parents who have at least one child diagnosed with ADHD and are actively involved in raising their children. Parents of children with intellectual disabilities and those residing outside Saudi Arabia are excluded. The study included 327 participants, the majority of respondents fall within the 21-30 and 31-40 age, comprising 37.0% and 29.1% of the sample. Females constitute a significant majority at 80.7% compared to males at 19.3%. The majority of the population, comprising 52.9%, belongs to the "Moderate knowledge level" category, followed by 30.9% to the "Good knowledge level" category, and 16.2% low knowledge level. Age, gender, and occupation were the only parameters to have a significant association with knowledge scores, 0.002, 0.012, and 0.005 respectively. In conclusion, ADHD is a prevalent disorder among children in Saudi Arabia, and parents need to be aware of the symptoms and seek proper diagnosis and treatment. Our study findings showed that participants exhibited sufficient knowledge scores compared to other studies held in Saudi Arabia.

• Hadeel H Alshareef
• Suha R Elzahrany
• Alharthi Abdullah1 Reem
• Amal A Alsulmai
• Shuaa G Aljabri
• Ghadeer E Alamri
• Ibrahim Alharbi
• Amal M Alkhotani

Background:
One of the most prevalent pediatric medical conditions is attention-deficit/hyperactivity disorder (ADHD). It is characterized by symptoms of hyperactivity, impulsivity, and/or inattention. The first people to notice a child’s ADHD symptoms are typically their teachers, who may then offer data that are typically helpful in its diagnosis. The purpose of this study was to assess teachers’ knowledge of ADHD, its causes and etiology, as well as the key demographic factors that influence said knowledge.

Method:
The study was conducted among schoolteachers of primary schools located in different regions of Makkah City, Kingdom of Saudi Arabia. We used a stratified random sampling technique to collect our sample, with the inclusion criteria being teachers who were working in a primary school and who were directly involved in teaching students. Data analysis was performed using the IBM SPSS Statistics software version 21.

Results:
We received 335 responses to our questionnaire. The age of the participants ranged from 18 to 59 years, with the mean age being 40.2 ± 13.8 years. About 66.9% of teachers were women. Most of the teachers in this sample had a bachelor’s degree (73.4%), and only 21.8% had diplomas. Regarding the years of teaching experience, 34.6% had teaching experience exceeding 20 years, whereas 20.6% had less than five years of teaching experience. Regarding general knowledge of the teachers, (5.4%) of the teachers had a good level of knowledge. Only 63.6% of teachers were aware that ADHD students frequently struggled with task and activity organization, and only 7.5% of teachers had good knowledge of ADHD treatment, compared to 40.9% who had a good awareness of symptoms and diagnosis. Only the teachers’ education level was significantly associated with their knowledge level of ADHD: 25% of teachers with a postgraduate degree had an overall good level of knowledge versus 2.7% of those with a diploma (P = 0.006)

Conclusion:
The findings of this study lead to the conclusion that elementary school instructors have an inadequate understanding of ADHD. Some teachers misunderstand the signs and general facts associated with ADHD, thereby indicating the need for further training in this area.

• Ebtihal E Eltyeb
• Gassem A Gohal
• Nirmin H Alhazmi
• Sulaiman Hamdi
• Layla H Al Khairat

Background: Well-trained primary school teachers should be competent in recognizing attention deficit hyperactivity disorder (ADHD) in students and be able to assist in providing care and support.

Objectives: This study intends to assess primary school teachers' knowledge of ADHD and evaluate the effectiveness of a short-term educational intervention.

Methods: A quasi-experimental quantitative study was conducted among primary school teachers in Jazan, Saudi Arabia. A two-hour educational intervention was designed and run in six schools using a specific knowledge rating scale before and after the application of the intervention.

Results: A total of 150 primary school teachers were included in this study, of which 64% were males, 51.3% were in the age group of 40-49 years, and 28% had teaching experience of more than 20 years. Regarding ADHD knowledge, the pre-intervention knowledge of the general criteria, symptoms and diagnosis, and treatment was considered adequate in 3.3%, 16.7%, and 2.7% of the participants, respectively, which improved post-intervention to 22%, 54.7%, and 19.3%, respectively. There was a significant association between the pre-intervention knowledge of the general criteria and the gender and between the knowledge of symptoms and diagnosis and the attendance of ADHD workshop by the participants. Also, there was a significant association between the participants' age, residence experience, attendance of ADHD workshops, and the general criteria and treatment domains.

Conclusions: Most primary school teachers in Jazan have insufficient knowledge of ADHD. Using a knowledge improvement intervention can substantially improve the teachers’ knowledge. Therefore, it is necessary to incorporate thoughtful knowledge improvement programs into the educational curricula for teachers.

• Alanood Abdullah Bin Jardan
• Mohammed Abdulaziz Al Jaffal

Students with attention deficit hyperactivity disorder (ADHD) need teaching strategies that support their learning, such as Dunn and Dunn’s model, which can help them reach their full potential. This study aimed to investigate teachers' knowledge of Dunn and Dunn's model as one of the learning styles models and their perceptions of the importance of using it for students with ADHD. This study utilized a descriptive approach by employing a survey to collect the data. The study sample consisted of 115 teachers in elementary schools in Riyadh city that have ADHD programs. The findings of the study indicated that teachers had no knowledge of Dunn and Dunn’s model, and therefore their perceptions about the importance of using it were low. Additionally, the results showed that there were no significant differences based on the variables (gender, educational qualification, specialization, training courses). The results did, however, reveal that there were significant differences according to the years of teachers’ experience: two to five years of experience showed optimum results. Based on the results of the study, several recommendations were suggested, such as the importance of lectures and workshops under the supervision of specialists in the appropriate learning style.

يحتاج التلاميذ ذوو اضطراب فرط الحركة وتشتت الانتباه إلى ممارسات تعليمية تسهم في زيادة دافعيتهم نحو التعلم، ويعدُّ نموذج (دن ودن) أحد أهم أساليب التعلم التي تركّز على تقديم الأنشطة والأساليب التدريسية المتعددة الحواس التي تساعد على مشاركة التلاميذ في العملية التعليمية. لقد سعت هذه الدراسة إلى التعرف على مستوى معرفة المعلمين بنموذج (دن ودن) كأحد أساليب التعلم، وتصوراتهم عن أهمية استخدامه لتعلُّم التلاميذ ذوي اضطراب فرط الحركة وتشتت الانتباه، ولتحقيق أهداف الدراسة استخدم الباحثان المنهج الوصفي التحليلي، والاستبانة أداة لجمع البيانات من عينة بلغ حجمها (115) معلمًا ومعلمة في مدارس المرحلة الابتدائية المتضمنة لبرامج فرط الحركة وتشتت الانتباه في مدينة الرياض. وتوصلت إلى جملة من النتائج أبرزها: أن المعلمين ليس لديهم معرفة بنموذج (دن ودن) كأحد أساليب التعلم للتلاميذ ذوي اضطراب فرط الحركة وتشتت الانتباه؛ ولهذا جاءت تصوراتهم منخفضة عن أهمية استخدامه للتلاميذ ذوي اضطراب فرط الحركة وتشتت الانتباه، كما أظهرت النتائج عدم وجود فروق ذات دلالة إحصائية عند مستوى دلالة 0,05 فأقل تعزى إلى اختلاف متغير (الجنس، المؤهل العلمي، التخصص، الدورات التدريبية)، وكشفت النتائج عن وجود فروق تعزى إلى اختلاف سنوات الخبرة، وكانت الفروق لصالح (الخبرة بين سنتين وأقل من خمس سنوات). وفي ضوء نتائج الدراسة، وضع الباحثان مجموعة من التوصيات، ومنها: أهمية تقديم محاضرات، وعقد ورش عمل بإشراف مختصين في مجال أساليب التعلم.

• Rahaf S Alotaibi
• Ghadi A Alghamdi
• Anas Alloqmani
• Nada S Almuntashiri
• Khaled A Alharbi
• Jamil A Samkari
• Abdullah A Tawakul
• Omar Babateen

Introduction:
Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder, mainly in children. The signs and symptoms of ADHD include inattention, impulsivity, and hyperactivity. Consequently, Childhood Absence Epilepsy (CAE) tends to present in children with sudden and recurrent episodes of loss of awareness alongside symptoms that occasionally include clonic, atonic, and simple automatisms. The present study evaluates parents' knowledge in Makkah regarding the difference between ADHD and CAE.

Methodology:
The study was conducted among Saudi Arabian parents living in Makkah. Data were collected in April 2022 through the use of an online survey that was distributed electronically via social media platforms. The inclusion criteria entailed parents from different socio-economic backgrounds. In contrast, the exclusion criteria entailed parents who had not been involved in raising their children and those with children with intellectual disabilities. A group of consultants was tasked with validating all data collected through an original questionnaire. To effectively calculate the study sample size, OpenEpi Version 3.01 was used. Lastly, all statistical analyses were conducted with Stata Social Sciences (SPSS®) software for Mac, version 26 (IBM Corp., Armonk, NY, USA).

Results:
A total of 633 participants completed the survey. Of the total respondents, approximately 1% indicated having a good knowledge level, 15.17% indicated having moderate knowledge, and the remaining 84% indicated poor knowledge of the subject under study. Approximately 46% of the participants reported that social media was the primary source of information. One significant issue regards the observation that the parent's level of education was statistically associated with the level of knowledge.

Conclusion:
There is limited awareness of the difference between (ADHD) and (CAE) among parents in the pediatric population. These findings highlight an opportunity to raise awareness using well-organized education programs in Makkah City.

• Razan H Alzahrani
• Nesrin K Abd El-Fatah

Background
Attention-deficit hyperactivity disorder (ADHD) is a public health challenge because it may contribute to academic and psychological difficulties among school children. Though ADHD is a common problem, Taif teachers' knowledge of the disease has never been assessed. Therefore, this study aimed to determine factors that influence ADHD knowledge among female primary schoolteachers in Taif City, Saudi Arabia.

Methods
This cross-sectional study was conducted on 359 female schoolteachers recruited by stratified random sampling. Participants self-reported demographic and personal data and completed the validated Arabic version of the knowledge of ADHD scale and teacher’s attitude toward ADHD questionnaires.

Results
In Taif, it was determined that 96.4% of female primary schoolteachers had insufficient knowledge of ADHD, notably with nature, causes, consequences, and treatment knowledge. In contrast, 40% had adequate knowledge of the condition's symptoms and diagnosis, and 97.5% exhibited a favorable attitude. There is significantly higher knowledge among private schoolteachers, those who freshly graduated, specialize in learning difficulties, who attended any course/training about ADHD, and whoever taught ADHD children. There was a significant positive weak correlation between teachers’ knowledge of ADHD and their attitude. Regression analysis revealed that female schoolteachers specialized in learning difficulties show significantly higher knowledge scores, teachers who never taught an ADHD child had a reduction of 94.6 % in ADHD knowledge, and any increase in the number of ADHD children teachers teaches has significantly increased teachers’ knowledge (Overall Model: Chi-Square X2= 69.514, p < 0.000**).

Conclusions
Our study showed that there was a serious knowledge gap on ADHD among Taif female primary schoolteachers. Therefore, it is strongly recommended to boost teachers' knowledge of ADHD, especially at government schools, through conducting training courses, distributing leaflets intended to address ADHD, and launching awareness campaigns through the media, including social media, television, and radio. It is also recommended that education faculty curricula should include more information on ADHD.

• Waad Bander Aljammaz
• Shahad Nasser Alruqayb
• Hanadi Mohammed Alotaibi
• Rana Zaid Alsaeed
• Khawlah Abdullah Alhaqbani
• Razan Albrahim
• Shahad Abduallah Albogami
• Tabinda Hasan

Background and Aims:
Attention deficit hyperactivity disorder (ADHD) is a major public health problem because of it is associated morbidity and disability in children. It is a multi-faceted dilemma posing social, academic, psychological and psychiatric issues during childhood. This study aimed to investigate the level of awareness about ADHD among adults in Saudi Arabia.

Methods:
This cross-sectional study with a convenience sampling was conducted in Riyadh region of Saudi Arabia between September 2020 and April 2021 and the sample size was 1148. Sociodemographic characteristics, true and false beliefs, and awareness of ADHD were assessed by online survey.

Results:
Majority of the respondents agreed that ADHD needs medical treatment by a specialist at early age combined with behavior therapy(85%). 89% of the respondents believed that people with ADHD demonstrate excessive physical movements. 48% of the participants had poor knowledge about ADHD(less than 60% score), the level of knowledge varied with education level. Participants who less educated had lower level of awareness of ADHD. Also, participants who were employed, with high income showed higher level of awareness. The preferred way to increase ADHD awareness was social media(35%) followed by mass media (22%).

Conclusions:
The awareness of ADHD in adult Saudi population is reasonable but not ideal. Education and employment appear to significantly improve people’s knowledge about the disorder. Social media is the main agent in spreading ADHD awareness among people. Community based proactive and accessible resources must be developed on ‘population based needs and means’ in order to improve ADHD beliefs and awareness levels among the Saudi population.

• Amal Khaleel Abu Alhommos
• Fatimah Mohammed AlHadab
• Rwan Adel Alalwan
• Sara Tawfiq Alabduladhem
• Zahraa Ali Alnaser
• Sarah Saad Alnami

Objectives: The majority of earlier studies on knowledge and attitudes around ADHD have been focused on parents of children with ADHD, the child themselves, primary care providers, teachers, and children’s families, and they have found that they have negative perceptions of ADHD. This study aimed to explore community knowledge about ADHD in Saudi Arabia.

Methods: A cross-sectional study using an online survey was conducted in Saudi Arabia in January 2022 to explore community knowledge about ADHD in Saudi Arabia. The convenience sampling technique was used to identify eligible participants and invite them to take part in the study. Logistic regression analysis was used to identify ADHD knowledge predictors.

Results: A total of 718 participants were involved in this study. The participants in our study showed a weak level of knowledge about ADHD with a mean score of 6.4 (SD: 2.2) out of 17 (which is equal to 37.6% out of the maximum obtainable score). Males, those who work outside the healthcare sector, and those who are retired were less likely to be knowledgeable about ADHD compared to others (p ≤ 0.05). At the same time, participants who reported that they work inside the healthcare sector were more likely to be knowledgeable about ADHD compared to others (p ≤ 0.01).

Conclusions: Our study showed that there is insufficient public knowledge about ADHD. The development of educational interventions is necessary to raise public awareness of ADHD. Social media platforms can be used to deliver education campaigns. All members of the community, including parents and those who want to get married, should be the target of these initiatives.

• Noura Abouammoh
• Afnan Younis
• Layan Alwatban
• Marwah Alkhalil
• Rawan Alharbi
• Reham AlHalabi
• Shahad Alzahrani
• Shikah Alrwais

Context: Attention deficit hyperactivity disorder (ADHD) is one of the most common neurobehavioral disorders affecting children. As ADHD symptoms affect the learning process of children at schools, teachers have an important role in identifying children who may have ADHD.
Aim: This study aims to estimate knowledge level of primary school teachers in Riyadh about ADHD and to correlate the level of knowledge to demographic characteristics.
Settings and Design: A cross-sectional study including 448 male and female teachers from 20 primary schools.
Materials and Methods: Schools were sampled using multistage random sampling technique. The Knowledge of Attention Deficit Disorder Scale questionnaire was used for data collection. Data collection continued for 1 month starting from January 30, 2020.
Statistical Analysis Used: Association between main outcome and different demographic variables was tested using analysis of variance test for more than two groups, categorical variables and t-test for nominal binary variables using SPSS.
Results: The mean of the overall knowledge about ADHD was 43.1%. The mean of ADHD general knowledge, diagnosis, and treatment was 32.3%, 61%, and 36%, respectively. Regarding general knowledge about ADHD, teachers between 22 and 30 years of age and males scored significantly higher than the other groups. Regarding teachers' knowledge about ADHD treatment, statistically significant higher scores were found male teachers. Previous experience with ADHD child had significantly higher scores than those who did not have experience in all three knowledge categories.
Conclusions: Knowledge about ADHD has a positive correlation to previous experience with ADHD which proves the importance of implementing a training program to help the teachers identify students with ADHD leading to earlier diagnosis and better outcomes.

• Kareemah Alshurtan
• Ahlam Alsuhaymi
• Abdulaziz Alenezi
• Sarah Aljumah
• Lama Alhemshy
• Saeed Alluwya

Background: Attention deficit hyperactivity disorder is one of the most common neurodevelopmental disorders in pediatric age. It is mostly diagnosed in childhood. Pediatrics with ADHD may have issue with attention, controlling impulsive behaviors and act without thinking about or be overly active.

Methods: A cross sectional study including a questionnaire to measure the public information about ADHD in Hail region, Kingdom of Saudi Arabia. The questionnaire has been collected from DSM-IV criteria of attention deficit hyperactivity disorder (ADHD).

Results: The participants were more than 400 persons from the public in Hail region, we found result of the test have been used in this study and showed that there is statistically significant association between source of knowledge about disease ADHD and participants.

Conclusion: There were a lot of positive points regarding the results of the study, but still there were a negative point, need an intervention and take an action.

• Hazem Mohammad Aljabri
• Bassam Musleh Bin Laswad
• Hasan Zuhier Binjabi
• Mohammed Hasan Alturki
• Abdulaziz Omar Babukur
• Azzam Musleh Bin Laswad
• Mohammed Hasan Alturki
• Mokhtar Mahfouz Shatla

Background and aim: Attention Deficit Hyperactivity Disorder ADHD is considered as one of the common neuro developmental disorders. It is common among children and young adults, affecting their social, academic, and occupational functioning. ADHD can be diagnosed using the revised DSM-5 diagnostic criteria. As there is lack of studies that assess the awareness and knowledge of ADHD among the general population of Makkah, our study targets the general population of Makkah to assess their awareness and knowledge regarding ADHD.
Methods: A descriptive cross sectional study using an electronic survey formed by Google forms. Data were obtained from residents of Makkah city aging 15 years and above.
Results: A Total of 603 participants have enrolled in this study, 69 of them were excluded for not meeting the criteria. (94.2%) had heard about ADHD and (39.9%) of responders knew about it from social media. 56.6% considered that it’s a mixed disorder (behavioral, neurological and psychiatric), whereas 24.2% believed it to be a behavioral disorder only. As for its cause, 80% of the participants believed it is a multi-cause disorder. In regard to the treatment, 75.1% determined that the best modality is combined medical and behavioral therapy, while 19.9% favored behavioral therapy, 2.6% preferred medications and 2.4% believed there is no treatment for ADHD.
Conclusion: Our study reported the knowledge and awareness level of Makkah population regarding ADHD. Makkah residents would benefit from further education and orientation regarding ADHD.

• Nader M Alrahili
• Mansour Abdulaziz Al Harthi
• Sarah Jassim Ababtain
• Salma Saad Al Sharif
• Mohammed Abdulaziz Alnuwaysir
• Roaa Fahad Al Huzaimi

• Abdullah Almilaibary

Background: Attention deficit hyperactivity disorder (ADHD) is among the most frequent psychiatric disorder in children, and it has a detrimental impact on the child’s social, familial, and familial functioning. Teachers are frequently the first to suspect attention ADHD in their students since they are with them for the most of the day and are familiar with how normal students behave in the classroom.

Aims & Objective: this study aims to identify and measure the awareness and attitude of primary teachers towards the diagnosis and management of students with ADHD.

Subjects and methods: This cross-sectional study was conducted at a primary school in the AlBaha area of Saudi Arabia from January 18 to April 24, 2022. Data were collected using a written questionnaire in Arabic language and simple vocabulary. Data was statistically analyzed using SPSS (version 25).

Results: Around 361 participants completed the questionnaire; worked in AlBaha. Therefore, they were included in the analysis. Most of the teachers were female (N = 226, 62.6%) and had bachelor’s as their highest qualification (N = 296, 81.9 %). For most of the questions, the teachers had inadequate or poor knowledge, around 66.5% of teachers had more than ten years of work experience.

Conclusions: The study emphasized the lack of understanding of ADHD among primary and kindergarten school teachers in AlBaha city. This information gap raises severe concerns about the screening of ADHD at the school level in Suadia Arabia.

• Fahad Alanazi
• Yousef Al Turki

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.

• Howaida Moawad Ahmed Ali

Background:
Many children suffer from attention deficit hyperactivity disorder (ADHD), which is defined as a persistent pattern of inattention or impulsivity that is formed during growth. The aim of this study was to examine the pediatric nurses information and attitude related to children with ADHD.

Research design:
A descriptive research design was utilized in this study.

Setting:
The study was conducted at Maternity and Childhood hospital, Najran University at Saudi Arabia.

Sample:
Purposive sample from all pediatric nurses at previously mentioned setting were used in this study. The tools: were used in data collection. Tool 1:Part one: Involve socio-demographic characteristics of all study samples. Part two: Pediatric Nurses information related to children with ADHD. Tool 11: Pediatric nurses attitude related to children with ADHD. Results: half of pediatric nurses (53%) were in age group of 20:<30 years and the mean age of them was (25.6 ±1.95 years. 83% of the pediatric nurses had positive attitude towards affective attitude of children with ADHD. There was statistically significant difference between pediatric nurses' socio-demographic characteristics and their total level of information and their attitude related to children with ADHD.

Conclusion:
The study concluded that there was most of the pediatric nurses, information in the present study felt inadequate to handle the responsibility of ADHD children

Recommendations:
An educational program is needed for pediatric nurses to significantly improved the information and attitudes towards children with ADHD. Suggest greater efforts must be made to provide pediatric nurses training specifically in the identification, symptoms, etiology, prognosis and management of the children with ADHD.

• Tareq Yousef Melhem

The present study aimed to identify the Level of Awareness among Public Schools' Teachers about Attention Deficit Hyperactivity Disorder (ADHD) in the Eastern Province of Saudi Arabia. For the purposes of the study, the researcher employed the descriptive analytical method. The study sample consisted of (126) teachers whom (79) male and (47) female of the public school workers in the eastern province of Saudi Arabia that they were chosen in a simple random manner. The researcher designed the teachers' awareness scale for ADHD, extracted its connotations validity and reliability acceptable for the purposes of measuring level of awareness among public schools' teachers about ADHD.
The results showed that the level of awareness of teachers of public schools of the disorder was medium on the total score of scale and its' the three domains, the three domains were arranged consecutively (characteristics and diagnosis, treatment, and general knowledge of the disorder). The results also showed that there were no significant differences between male and female teachers in their level of awareness about ADHD due to specialization and teaching experience variables. Additionally, the results of the study showed that there were significant differences between male and female teachers in their level of awareness about ADHD due to school year variable in favor of the middle stage in the general knowledge domain. Moreover, the results indicated that there were statistically significant differences between male and female teachers in their level of awareness about ADHD due to the gender variable in favor of female teachers on the Total score of scale and in the characteristics and diagnosis domain.

• Anshirah Salem Al-Mughrabi
• Ali Fahd Al-Dakhil

The present study aims to uncover the knowledge of kindergarten teachers about Attention Deficit Hyperactivity Disorder (ADHD) in children and the influence of educational level, years of experience, and specialization on their level of knowledge. The study's sample consists of (128) female teachers. To achieve the objectives of the study, the researchers uses the Knowledge of Attention Deficit Disorder Scale (KADDS) (Sciutto, Terjesen & Frank, 2000) and the descriptive survey method for data collection. Findings of this empirical study reflect that the level of knowledge of kindergarten teachers of ADHD is somewhat low. Interestingly, results also display no statistically significant differences in the level of knowledge of kindergarten teachers of ADHD in terms of the total degree of knowledge of the disorder according to the educational level variable. Moreover, participants of this study show no statistically differences in their specialization regarding the general information about the nature and causes of the disorder and the diagnosis process according to the variable of specialization. In addition, no statistically significant differences found in the level of knowledge of kindergarten teachers according to the variable of years of experience. Therefore, the study recommends providing pre and in-service training programs related to raising the level of awareness and cognitive competence of ADHD disorder of kindergarten teachers.

معرفة معلمات مرحلة رياض الأطفال باضطراب فرط الحركة وتشتت الانتباه عند الأطفال وعلاقته ببعض المتغيرات

هدفت الدراسة الحالية إلى الكشف عن مستوى معرفة معلمات مرحلة رياض الأطفال باضطراب فرط الحركة وتشتت الانتباه عند الأطفال، وأثر المستوى التعليمي وسنوات الخبرة والتخصص على مستوى المعرفة لديهن، تكونت عينة الدراسة من (128) معلمة، ولتحقيق أهداف الدراسة استخدم الباحثان مقياس المعرفة باضطراب فرط الحركة وتشتت الانتباه The Knowledge of Attention Deficit Disorder Scale (KADDS) Sciutto, Terjesen & Frank,2000)) والمنهج الوصفي المسحي لجمع البيانات، وأظهرت نتائج الدراسة أن مستوى معرفة معلمات مرحلة رياض الأطفال باضطراب فرط الحركة وتشتت الانتباه عند الأطفال منخفض إلى حد ما، كما أظهرت النتائج عدم وجود فروق دالة إحصائياً في مستوى معرفة معلمات مرحلة رياض الأطفال باضطراب فرط الحركة وتشتت الانتباه فيما يتعلق بالدرجة الكلية للمعرفة بالاضطراب وفقاً لمتغير المستوى التعليمي، كما توصلت النتائج إلى عدم وجود فروق دالة إحصائياً في مستوى معرفة معلمات مرحلة رياض الأطفال باضطراب فرط الحركة وتشتت الانتباه وفقاً لمتغير التخصص، فيما يتعلق بالأبعاد التالية: معلومات عامة عن طبيعة وأسباب الاضطراب؛ وعلاج الاضطراب، بينما وجدت فروق ذات دلالة إحصائية في مستوى معرفة معلمات مرحلة رياض الأطفال بأعراض الاضطراب وعملية التشخيص تبعاً لمتغير التخصص، كما أشارت النتائج إلى عدم وجود فروق ذات دلالة إحصائية في مستوى المعرفة لدى معلمات مرحلة رياض الأطفال وفقاً لمتغير سنوات الخبرة.

Source Link: JEPS.QU.edu.sa

• Nasayem K Almuqahwi

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]

• Nawaf Abbas Alshammari

School counselors play a critical role in the identification and management of students with attention deficit hyperactivity disorder (ADHD). In order for the counselors to effectively help students with this condition, it is important that they have knowledge about this disorder. Therefore, the aim of this study was to assess the level of knowledge that elementary school counselors in the Northern Border of Saudi Arabia have with (ADHD). The Knowledge of Attention Deficit Disorder Scale (KADDS) was used to evaluate the counselors. The KADDS scale has three sub-scales that test general knowledge, diagnosis and symptoms, and treatment of ADHD. The study sampled 89 of approximate 200 school counselors working at elementary schools across the Region. The study data was analyzed using Statistical Packages for Social Sciences. The counselors got 31% of the questions in the general knowledge sub-scale correct while 43% were answered incorrectly, and 26% answered, “don’t know.” In the diagnosis/symptoms sub-scale 63% of the questions were answered correctly, 21% were answered incorrectly, while 16% answered “don’t know.” In the treatment sub-scale 38% of questions were answered correctly, 26% were answered incorrectly while 36% answered “don’t know.” Overall, 41% of the questions were answered correctly, 32% were answered incorrectly, while 27% answered “don’t know.” Based on these findings, the researcher concluded that the school counselors in the Northern Border Region of Saudi Arabia do not have sufficient knowledge of ADHD. This lack of knowledge invariably inhibits their ability to help children with ADHD.

• Abdullah M Alshehri
• Shehata F Shehata
• Khalid M Almosa
• Nabil J Awadalla

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.

• Ahmed Hamed ALJadani
• Ibrahim Abdullah Alnais
• Turki Ali Alshammari
• Salman Sayah Alonazi
• Abdulrahman Mansour Alshammari
• Abdulilah Saad Aldhmadi
• Meshael Nezzal Alreshidi
• Hasan Ali Alahmed

Aims: Teachers are often the first to recognize that their students have attention-deficit/hyperactivity disorder (ADHD), since students and teachers are in contact most school days, and teachers notice how average students usually perform in the school setting. There were two aims in this study; 1) to assess teachers’ knowledge regarding ADHD and 2) to investigate socio-demographic differences between teachers on their knowledge of ADHD in the city of Ha’il, Saudi Arabia.

Methods: From January to February 2020 we conducted a cross-sectional study using an electronic questionnaire distributed randomly through visits to schools. The study population comprised of 405 teachers working in governmental elementary schools in Ha’il city. The questionnaire contained a total of 44 questions, 39 of them from the Knowledge of Attention Deficit Disorder Scale developed by Sciutto et al and 5 demographic questions. Respondents’ answers were used to evaluate their general knowledge about ADHD and its symptoms, diagnosis, and treatment. We also requested information and classified teachers according to their demographic characteristics.

Results: The age ranges for teachers were between 22 and 60 years. The average percentage of knowledge regarding ADHD symptoms/diagnosis was 45.3%, whereas general knowledge and awareness of treatment measures were 32.3% and 31.2%, respectively. The average percentage score of overall knowledge regarding ADHD was 34.9%.

Conclusions: ADHD knowledge among elementary school teachers in Ha’il city was insufficient considering the primary role of teachers in identifying this disorder.

• Tariq Melhem

The study aimed to assess the effectiveness of a training programme in increasing teachers’ knowledge of Attention Deficit Hyperactivity Disorder (ADHD) in the Eastern Region of Saudi Arabia. The sample comprised 124 teachers from schools in the said region, and these teachers were divided into two groups: (1) experimental group with 62 teachers and (2) control group with 62 teachers. The quasi-experimental approach was employed for collecting data; the Cognitive Awareness Scale of ADHD (Melhem, 2020) was also employed. It consists of 37 items distributed into three domains, namely, general knowledge, characteristics and diagnosis and treatment. Results revealed that the effectiveness of the training programme in increasing teachers’ ADHD knowledge was in favour of the experimental group. Moreover, no statistically significant differences were observed in the increase of the levels of ADHD knowledge amongst the teachers in the experimental group due to the variable of teaching experience. That is, the levels of ADHD knowledge of teachers from the experimental group are the same according to their teaching experience. In sum, the training programme significantly increased the levels of ADHD knowledge of teachers from the experimental group. Moreover, educational institutions in Saudi Arabia should include ADHD training programmes in teacher-training curricula in Saudi Arabia.

• Zainab J Al-Mohsin
• Heba A Al-Saffar
• Shaher Z Al-Shehri
• Marwa M Shafey

Background: Mothers' perceptions about attention-deficit hyperactivity disorder (ADHD) are central to the management of the disorder. The aim of the study was to assess the knowledge, experiences, and attitudes of mothers with ADHD children toward ADHD and identify their common sources of information and service barriers from the perspectives of these mothers in the Dammam, AI-Khobar, and Al-Qatif areas.

Materials and Methods: This cross-sectional study comprised mothers of 132 children with ADHD who attended private and government sector special education schools and day-care centers in the Al-Khobar, Dammam, and Al-Qatif cities of Saudi Arabia. All the mothers completed self-administered structured questionnaires.

Results: About 47% mothers of children with ADHD had poor knowledge of ADHD, 74.2% had a positive attitude toward the condition, and 51.5% had a neutral perception of their children. Most of the children received combined therapy, with 69.5% exhibiting improved behavior. The most common concern of mothers was fear of the side effects of medication (39.4%). The mothers were the first family members to seek advice; the most common reason for first visit to clinic were poor social skills (45.5%), and attention hyperactive aggressive behavior (45.5%). The most common reason for the delay in diagnosis was failure to recognize the child's aberrant behavior (67.4%), whereas the most common source of information was internet (63.6%).

Conclusion: It is important for clinicians to address the mothers' perceptions of ADHD as part of the treatment for ADHD to improve the children's quality of life. It is also important to develop educational materials and awareness campaigns that target mothers and facilitate good communication between the services through the social media.

• Ahlam Jried Al-Bluwe
• Reem Najran ALShammary
• Reem Zaal Aldogeman
• Halah Mohammad Alrasheedi
• Almahaa Mukhlid Alshammari
• Mona Madbouly Shahin
• Fayez Saud Alreshidi

Background: The prevalence of attention deficit hyperactivity disorder in Saudi Arabian children aged 6–12 years is approximately 4–12%. The current study assessed beliefs and awareness regarding ADHD among Hail population.

Methods: This cross-sectional study was conducted in Hail region, via online questionnaire for 422 participants aged 15 years or greater and residing in Hail.

Results: 94.1% had heard of ADHD, 5.9% had not. Of the former, 20.1% obtained their information from previous experience with a patient, 19.9% knew about the disorder through a medical website, 13.1% from books and journals, 37.0% through social media, and 9.9% did not mention the source. 54.3% believed ADHD to be a mixed disorder, that has behavioral, neurological, and psychiatric aspects while 26.8% believed it to be a behavioral disorder, 6.6% with neurological, 6.4% considered it a psychiatric disorder and 5.9% of respondents didn’t know. Regarding the cause, 11.4% believed it is genetic, 5.5% attributed the causes to nutritional habits, 5.6% attributed causes to food preservatives, 0.2 % believed it's caused by smoking, and 77.3%thought it's a multi-cause disorder.

Conclusion: This study reveals that the level of knowledge appears to be good among the population of Hail compered to Madina region.

• Mohammed Alsuhaibani
• Omar Alsaawi
• Khalid Alsuwayti
• Ibrahim Alahmed

Background: Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental disorder that affects multiple aspects of an individual’s life. It is characterized by attention deficit, hyperactivity, and impulsivity. As it is linked to various comorbidities, individuals and families often find it difficult to cope with it. Therefore, early diagnosis and intervention are vital.

Aim: This study examined the ADHD awareness and knowledge of medical students and interns at Qassim University, Saudi Arabia.

Method: For this cross-sectional study, the convenience sample consisted of male and female, fourth- to fifth-year medical students and interns. Descriptive and inferential statistics were computed, and the results were tested against a significance threshold of 0.05.

Results: The majority of students demonstrated good awareness (83.9%) and fair levels of knowledge (48.2%) of ADHD. Age, academic year, and noncompletion of pediatric and psychiatric classes were associated with poor awareness. Odds ratios (ORs) for poor awareness were lower for the older (>23 years) and fifth-year students as compared with the younger and fourth-year students. Students who had not completed pediatric and psychiatric rotations demonstrated poor awareness.

Conclusion: Medical students had a good awareness of ADHD; however, they had insufficient knowledge. As such, their knowledge must be improved, which can be achieved through the promotion of continuous education of students and primary health care physicians. The inclusion of the topic of ADHD in pediatric and psychiatric courses is necessary for advancing the knowledge of medical students on ADHD.

• Mohammed Al-Hwaiti

• Manal Basudan
• Naeema Akbar
• Waled El-Ghamdi
• Adel Ibrahim

Background: Attention deficit hyperactivity disorder (ADHD) is one of the most common psychiatry disorders in children, it has negative impact on the academic, familial and social functioning of the child. The recent advances in its treatment calls for social intervention including school-based activities, which necessitates knowledgeable teachers.

Aim: The main aim of this study is to explore the level of knowledge and attitude of the school teachers of female primary schools in Jeddah about ADHD.

Subjects and methods: Through a cross sectional design, 376 school teachers were selected by multistage sampling from female primary schools in Jeddah, they were invited to fill a predesigned valid questionnaire reflecting their knowledge and attitude towards ADHD. SPSS ver 21 was used for data entry and statistical analysis which included descriptive as well as analytic analysis using Chi square test. P value<0.05 was considered an indication for significance.

Results: Almost one half of the teachers (47.6%) aged between 40-49 years, who were mostly married (81.1%) and having children (84.3%). Out of them, 8.2% reported that they have ADHD child. Although that more than one half of the teachers (54.3%) thought that they had knowledge about ADHD, the true knowledge test questions revealed a much lower percentage (24.5%) who showed good knowledge about ADHD. Only older teachers had significant better knowledge. More than one half of the teachers (57.2%) perceive that the first step in the management policy when suspecting ADHD is the referral of the child to advisor and asking for attendance of the parents.

Conclusion and recommendations: Most of the teachers have insufficient level of knowledge about ADHD. There is a tangible need for training programs provided to the teachers about early recognition and policy of care of ADHD children.

• Asma Mohammed Ali Alabd
• Soha Kamel Mesbah
• Mohammad Alboliteeh

Background: Attention deficit hyperactivity disorder (ADHD) is the most common neurobehavioral disorder of childhood and can profoundly affect the academic achievement, well-being, and social interactions of children. Teachers play an important role in the diagnosis of ADHD because of their daily contact with students in a range of pertinent situations.

Aim of the study: Evaluate the effect of educational program on knowledge, attitude and classroom management technique among elementary school teachers in Hail City towards attention deficit hyperactivity disorder. A quasi-experimental design was used to conduct the current study in four Saudi elementary school in Hail City (2 females & 2 males elementary school) during the period from March 2018 to May 2018.

Subjects: A sample of convenience of 95 teachers working in the previously elementary school.

Tools: One tool were utilized for data collection, Self-administrated Questionnaire: The tool was divided into four parts, I) personal characteristics of studied sample, II) the knowledge of Attention Deficit Disorders Scale (KADDS), III) Teachers’ beliefs about and attitudes toward ADHD, and IV) Perception of classroom management techniques.

Results: Findings showed that mean score regarding ADHD knowledge, attitude, and classroom management technique were significantly higher after than before program with highly significant association between knowledge, attitude, and classroom management technique.

Conclusion: ADHD educational program was effective in improving teachers’ knowledge, attitude, and classroom management technique.

Recommendation: The results indicated the need to increase awareness about ADHD and importance of adopting classroom management technique in order to deal with ADHD children through health education programs to teachers were needed.

• Ayedh A Al-Ahmari
• Rishi K Bharti
• Mohammad S Al-Shahrani
• Muffarah H Alharthi
• Hassan M Alqarni
• Hassan M Alshehri

Background: Attention_deficit hyperactivity disorder (ADHD) is one of the most common psychiatric disorders. This study aimed to assess the knowledge, attitude, and practice of primary health_care (PHC) physicians on diagnosis and management of ADHD. Materials and Methods: This was a cross-sectional study included 340 PHC physicians in Aseer Region, Saudi Arabia. A self_administered questionnaire was used to collect data on personal characteristics, knowledge, attitude, and practice of the diagnosis and management of ADHD. Results: Nearly 47.6% of the PHC physicians were aged <30 years, 60.3% were male, 79.1% were Saudi nationals, and 84.1% had completed MBBS. Only 13.2% had attended continuing medical education courses on ADHD, 63.2% had read about ADHD; Internet was the main source of information (30.7%). Participants" attitude toward ADHD was mainly positive, while 32.1% had poor knowledge and 17.6% had diagnosed ADHD cases in the last year, but 73.3% had referred the diagnosed cases to specialists. Participants" knowledge differed significantly according to their age, gender, and nationality.
Conclusions: PHC physicians" knowledge about ADHD was suboptimal, but they had a positive attitude toward their role with regard to ADHD. PHC physicians should focus on the clinical and diagnostic aspects of ADHD. Awareness and interest of undergraduate medical students and newly graduated physicians in ADHD should be raised. The Ministry of Health should encourage attendance at extracurricular courses and workshops.

• Esra'a Yahya Al-Moghamsi
• Abdulaziz Aljohani

Background: Teachers are often the first ones to suspect attention deficit/hyperactivity disorder (ADHD) in their students, because they are with them for most of the day and they know how normal students typically behave in classroom situations. The aim of this study is to assess the teachers" level of knowledge of ADHD and identify some factors affecting that knowledge. Methods: It is a cross-sectional study conducted among male and female elementary governmental schools in Madina city during the year 2017/1438. A pre-validated and translated self-administered questionnaire is used in data collection. It includes demographical questionnaire and the Knowledge of Attention Deficit Disorder Scale. Results: The study included 416 teachers. Their age ranged between 22 and 66 years. The average percentage of knowledge regarding ADHD general information, symptoms/diagnosis, and treatment were 41.6 ± 15.1, 41.7 ± 15, and 30.7 ± 16.6, respectively. The average percentage of overall knowledge score regarding ADHD was 38 ± 11.3. Only experience in teaching (P = 0.042) and previous experience with a child with ADHD (P < 0.001) were significantly associated with teachers" knowledge regarding ADHD general information. Special need teachers had the highest score of knowledge regarding ADHD symptoms (mean rank was 283.7), P = 0.013, and they had the highest score of knowledge regarding ADHD treatment (mean rank was 261.9), P = 0.032. Teachers who reported previous experience with a child with ADHD expressed higher level of overall knowledge regarding ADHD, P < 0.001. Conclusions: The knowledge regarding ADHD among elementary school teachers in Madina is suboptimal, particularly regarding treatment.

• Hamzah Hassan Alfageer
• Mohamed Dhafer Aldawodi
• Sulaiman A Al Queflie
• Nazish Masud
• Nesrin A Al Harthy
• Nawaf Alogayyel
• Mohammed Alrabah
• Shoeb Qureshi
• Qureshi

Objective: We assessed the level and source of knowledge and attitude of male primary school teachers about attention_deficit and hyperactivity disorder (ADHD). Methods: A cross_sectional study was conducted from January to November 2016 involving Saudi male teachers currently working at 17 primary schools in Khashm_Alaan district, Saudi Arabia. A prevalidated, self_administered, structured questionnaire was used for data collection. Teachers" mean knowledge score was measured in the following three categories: insufficient, good, and very good. Results: Only 141 out of 182 teachers completed the questionnaire. Mean age of participants was 36.16 ± 6.6 years with teaching experience of 12 ± 6.2 years. Bachelor"s degree was the highest qualification reported by 86% of participants. Seventy_two percent of the teachers had either very good (13%) or good (59%) knowledge about ADHD. Almost half of them reported multiple sources such as internet, social media, and television for obtaining information about ADHD. However, internet and social media alone were reported as a source of information by 13% and 11.4%, respectively. Those who attended any course on ADHD had significantly (P = 0.006) more knowledge about the disorder. Furthermore, those teachers having taught a child with ADHD had more knowledge about the disorder. A significant correlation between mean knowledge and attitude scores was observed. Conclusion: Two_third of the teachers had knowledge about ADHD. Those who had either attended a course or taught a child with the ADHD had significantly more knowledge about the disorder. Most of the teachers learned about the disorder from multiple sources.

• S Almutairi
• M Almutairi
• A Al Harbi
• M Alsuhaibani
• N Alkeaid
• T Albatti

Background
Attention deficit hyperactivity disorder (ADHD) is one of the most common mental disorders that manifest among children. Despite the fact that the teacher's role is essential in the assessment and management of pupils with ADHD and the recommendation of participation of teachers for the success and efficiency of diagnoses and treatment, the vast majority of teachers have neither understanding nor knowledge of ADHD.

Objectives
The current study explores the kindergarten and elementary school teachers’ knowledge regarding early detection and management of ADHD.

Methods
Cross sectional survey using stratified random sampling technique was carried out in governmental and private elementary and kindergarten schools in four cities of Qassim region, Saudi Arabia.

Results
The study included 1095 teachers, 711 (59.3%) did not get information about ADHD during undergraduate studies. Teachers’ overall ADHD knowledge mean was 21.7 + 5.5 out of 38 marks. Teachers with high qualification degree and kindergarten specialty scored 56.4% and 60.2%, respectively. Teachers who attended conferences related to ADHD scored 64.5%, while teachers who read about ADHD or have been ever asked to diagnose/teach an ADHD student had 59.4% and 62.1%, respectively. The sources for those who got their information through reading were statistically significant in overall knowledge, general knowledge and treatment dimensions. As scientific studies and books were the highest with percentage of 24.6% and 23.3%, respectively, 4% and 3.6%, respectively, 3% and 3%, respectively. The level of ADHD knowledge perception showed that 76% of teachers were knowledgeable in relation to overall ADHD perception.

Conclusion
Teachers who have higher qualifications or training in identifying ADHD children scored higher in our study.

• Sami A Almutairi

Background:
Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common mental disorders that manifest among children. Despite the fact that the teacher’s role is essential in the assessment and management of pupils with ADHD and the recommendation of participation of teachers for the success and efficiency of diagnoses and treatment, the vast majority of teachers have neither understanding nor knowledge of ADHD.

Objectives:
The current study explores the kindergarten and elementary school teachers’ knowledge regarding early detection and management of ADHD.

Methods:
Cross sectional survey using stratified random sampling technique was carried out in governmental and private elementary and Kindergarten schools in four cities of Qassim region, Saudi Arabia.

Results:
The study included 1095 teachers, 711 (59.3%) did not get information about ADHD during undergraduate studies. Teachers’ overall ADHD knowledge mean was 21.7+5.5 out of 38 marks. Teachers with high qualification degree and kindergarten specialty scored 56.4% and 60.2% respectively. Teachers who attended conferences related to ADHD scored 64.5%, while teachers who read about ADHD or have been ever asked to diagnose/teach an ADHD student had 59.4% and 62.1% respectively. The level of ADHD knowledge perception showed that 76% of teachers were knowledgeable in relation to overall perception about ADHD.

Conclusion:
Teachers who have higher qualifications or training in identifying ADHD children scored higher in our study.

ABSTRACTS OF 1ST INTERNATIONAL GROWTH AND DEVELOPMENT CONFERENCE – IGDC 2017

• Nawdha Alkahtani

The purpose of the current study was to determine the level of training preparedness that teachers in KSA have in handling students with ADHD/ADD and explore the experiences of the teachers in regular schools as related to dealing with students that have the ADHD condition. Moreover, it determines the future proposals that would be useful in increasing the value of the education system in the KSA as far as the ADHD students are concerned. A sample of five female participants through an interview process, it was noted that the interviewees agreed with the findings of the literature review. There is much that needs to be done because there is very little help that is coming out to the students based on the level of the system lacking in the required level of threshold to proving the required pedagogical requirements. A collection of findings are figured out in this analysis of the results obtained from the data as related to the literature. Most of the teachers (80%) were discontented with the training system as related to dealing with students that have special conditions. The Saudi system will therefore need to focus on improving its training pedagogy that would take to account the idea of dealing with such conditions.

تعليم الأطفال الذين يعانون من اضطراب فرط الحرکة ونقص الانتباه في المدرسة العادية: دراسة احتياجات التطوير المهني للمعلمين في المملکة العربية السعودية

هدفت الدراسة الحالية إلى تحديد مستوى التأهيل التدريبي لدى المعلمين في المملکة العربية السعودية في التعامل مع الطلاب لديهم اضطراب فرط الحرکة ونقص الانتباه واستکشاف تجارب المعلمين في المدارس العادية فيما يتعلق بالتعامل مع الطلاب الذين يعانون من اضطراب فرط الحرکة ونقص الانتباه. وعلاوة على ذلک، فإنه يحدد المقترحات المستقبلية التي ستکون مفيدة في زيادة قيمة النظام التعليمي في المملکة العربية السعودية فيما يتعلق بالطلاب ذوي فرط الحرکة وتشتت الانتباه. وکانت العينة عبارة عن مقابلة خمس معلمات في المرحلة الابتدائية في أحدى مدارس مدينة الرياض، و في تحليل للنتائج التي تم الحصول عليها فإن معظم المعلمين (80٪) کانوا يشعرون بالاستياء من نظام التدريب فيما يتعلق بالتعامل مع الطلاب الذين لديهم ظروف خاصة. لذلک فإن النظام السعودي سيحتاج إلى الترکيز على تحسين أساليبه التدريبية التي تأخذ في الاعتبار فکرة التعامل مع مثل هذه الظروف

• Abeer Al Nowaiser
• Heba Elkhodary
• Omar El Meligy
• Lana Shinawy
• Elham Asiri
• Shuroog Aldosari

Aim: The aim was to measure the level of perception and knowledge of dental care providers to Attention Deficit Hyperactivity Disorder (ADHD) at King Abdulaziz University faculty of dentistry (KAUFD), Jeddah, Saudi Arabia. Materials and Methods: Three-part questionnaire with an explanatory method were mailed to 50 specialist pediatric faculty members and residents (Master, Doctorate degrees and Saudi Board) and 140 dental interns and externs. The first part of the questionnaire includes the participants" demographic information. The second part related to the participants previous clinical and educational experiences with ADHD and the third part included questions related to the participants" knowledge and management of ADHD. The respondents were asked to choose only one choice from 3 choices (agree, disagree, I do not know). Results: Working experience was found to be a significant factor (P ≤ 0.05) in relation to the background knowledge of the participants when comparing those with 10+ years of work experience to those with 1-3 years and 4-9 years work experience. Additionally, female participants had better knowledge than their male counterpart (p<0.001), as did married participants (p=0.007) and those who have children especially with regards to the adverse effects of drugs, oral health and dental management for ADHD patients (p=0.001, p=0.011, p=0.011). Interns also reported significant differences than consultants (P ≤ 0.05) in their knowledge and general information about oral health and dental management for ADHD. Conclusion: The background knowledge among a sample of oral health care providers in KAUFD was found to be statistically and positively related to the work experience in terms of years of practice as well as the social and demographic status of the participants.

• Hebah F Qashqari
• Abdulaziz O Alsulami
• Eman K Kamal
• Mohammed MS Jan

Background: Early recognition of attention deficit hyperactivity disorder (ADHD) is needed to prevent its psychosocial and educational consequences. We aimed to study ADHD awareness among medical students and identify correlating and contributing factors to their lack of knowledge. Methods: A cross sectional study included 5th year medical students attending their pediatric rotation from September 15, 2012 until June 15, 2013 at King Abdulaziz University hospital, Jeddah, Kingdom of Saudi Arabia. A structured 25-item questionnaire was designed to examine their demographics , educational experience, and awareness questions about ADHD. Results: Of 120 approached students, 111 were included with ages ranging from 20-29 years (mean 22) and 69% being females. Most students 69 (62%) were enrolled during their pediatric rotation and 97 (87%) already completed their psychiatry course. Although most students (67%) recognized ADHD, only 13 (12%) categorized their level of knowledge as very good or excellent. Only 24% correctly recognized ADHD subtypes and 58% did not know what is the initial required management step. Only 19 students (17%) correctly recognized all ADHD features based on the DSM IV criteria with a mean correct score of 69% (standard deviation 14). No correlations were found with their age, gender, completing their pediatric/ psychiatry rotation, or specialty interests. Conclusions: Medical student"s level of knowledge about ADHD needs improvement. This has to be corrected in order to improve early recognition and intervention. Increased ADHD education and exposure during pediatric/neuroscience modules are needed in our region.

• Khaled Alghamdi
• Abrar Alharbi
• Abdul-Qader Susi
• Tafani Thani

Introduction: Attention Deficit Hyper-Active Disorder (ADHD) is one of the most common neurobehavioral developmental disorders among children. The prevalence of ADHD in all Arabic countries in general was ranging from 1.3% to 16% compared to 4-8% in US. While in Korea it was between 7.6% to 9.5%. However, the prevalence was reached 20 % in India. Methodology: A cross sectional study has been set in Saudi Arabia, Madina Region. The study population included both genders from 15 years and above, people living outside Madina and those whom are in the medical field have been excluded. Data were analyzed by the SPSS version 20. Results: 25.1 % knew the disease through their experience with an ADHD patient known to them. 14.7% read about ADHD through medical websites, 7,3% and 7.6% knew about it from newspapers and social media, respectively. 71.3%, believed that ADHD is a real disease, 22 % believe that it is a behavioral disorder, 16 % consider it as a neurological disease while 18 % considered it as a psychiatric disorder. On the other hand, 31 .8 % believe that ADHD is a mixed disorder and only 11 % did not know anything about the nature of the disease. , 32.2 % believe that it is a genetic disease, 23.1% blame nutritional habits, 19.3% believe that preservatives and dye contents of certain types of the food are the main cause, 4.9 % considered insecticides the main cause ,1.1% connected it to smoking and the rest believe that it is multi-cause disease.5.6% of respondents believe that medical management is the main modality of treatment, 27.1% think that behavioral therapy is main treatment option and 59.8% suggested both modalities and the rest considered it as not a treatable disease. Conclusion and Recommendations: Madina society is in a tremendous need to increase their awareness about ADHD in a simple layman language.

• Manal Omar Kamal

Attention Deficit Hyperactivity Disorder (ADHD) is prevalent in schools around the world today. Over 1.6 million Saudi children suffer from ADD/ADHD today, which is comparable with other nations. Roughly 11% of US students are effected by ADHD and 15% of Saudi students. The Saudi Arabian Ministry of Education has approved the implementation of ADD/ADHD programs in schools. However, teachers in Saudi Arabia are not well prepared to work with the issues that they are facing in their classrooms with these students. Both teachers and parents can benefit from learning new strategies to work with their ADD/ADHD students. The lack of proper instructional strategies employed and understanding of the disorder cause students to fall behind and struggle academically. There are many simple resources that teachers can tap into for help; however, many are not prepared to teach students with ADHD. This study seeks to gather information through survey questionnaires and research regarding teacher's as well as student advisor's understanding and perspectives of ADD/ADHD and to provide information in order to bring awareness of different types of strategies for Saudi teachers, student advisors and parents to implement with elementary, middle, and high school students in their academic achievements. This project also seeks to develop a program and Guidebook for teachers and parents to use providing information and instructional strategies to help them with students with ADD/ADHD.

• Mohammed MJ Alqahtani

The purpose of this study is to provide quantitative data on parental experiences with their children with attention-deficit hyperactivity disorder (ADHD) and to focus more on their opinion about medication and the role of psychological assessment and interventions. The study sample included 211 parents of children with ADHD. More than half of the parents think that ADHD could be treated without medication and that their child is too young to have psychotropic medication with its side effects. There were concerns about misdiagnosis and being too quick to prescribe medications. Psychometric assessment and psychological intervention were infrequently used and their experience with combined interventions is almost rare. Pressure from schools to prescribe medication was one of the parents" concerns. Parental satisfaction with medication occurred when an improvement in school performance was noted. It is essential for health professionals to be aware of parents" experiences and to develop a proper evidence-based intervention for ADHD which includes psychological counselling or combined interventions and not to rely on medication intervention alone.

• Mark J Sciutto
• Mark D Terjesen
• Alena
• Zdena Michalova_
• Sandra Schmiedeler
• Katerina Antonopoulou
• Norhan Z Shaker
• Ji-yeon Lee
• Keetam Lee
• Keetam Alkahtani
• Bradley Drake
• Jaco Rossouw

Attention-Deficit/Hyperactivity Disorder (ADHD) is among the most prevalent disorders of childhood and adolescence worldwide. Teachers are likely to play an important role in multiple stages of the help-seeking process (e.g., problem recognition) for children with ADHD. This study examined the relationship of prior exposure and ADHD training with teachers" knowledge and misconceptions of the disorder in a multinational sample. Teachers (N = 2,307) from nine countries (Czech Republic, Germany, Greece, Iraq, the Republic of Korea, Saudi Arabia, South Africa, United States, and Vietnam) completed measures of ADHD knowledge, prior exposure, and education/training related to ADHD. There was considerable variability in overall levels of knowledge and specific misconceptions across the countries sampled. Although the predictors of ADHD knowledge varied considerably across countries, some form of professional training and prior exposure to ADHD was associated with greater knowledge in the majority of countries. Implications for teacher training and the role teachers can play in the help-seeking process are discussed. Note: Saudi data published previously in 2013 (PDF: Teachers’ Knowledge and Misconceptions of Attention Deficit/Hyperactivity Disorder)

• Essam J Nassar

This study is aimed to prepare a Proposed instructional program for the kindergarten teachers; in order to develop their skills of teaching for attention deficit/ Hyperactivity disorder (AD/HD) children. Also, to verify its effectiveness in the development of their skills to reduce the disorder severity of kindergarten children; in addition to modify the attitude of the teachers towards them. The sample consisted of 30 kindergarten female teachers, they have divided into two groups: the first: experimental group (15 teachers) who have studied the program. The second: control group (15 teachers) who have not studied the program. The program was prepared by using self-learning style modules, disorder knowledge test (multiple choice), note card, and teacher attitude questionnaire towards AD/HA kindergarten children. After testing the psychometric techniques for the tools, data has collected and analyzed using SPSS Statistics and choose “T-test”, Man-Whitney. The results showed that there are significant statistical differences between the average marks of the experimental group and the average marks of the second group regarding to the multiple choice test and the note card for the experimental group. This result is referred to the effectiveness of the Proposed Instructional program to develop the skills of the kindergarten teachers for teaching AD/HA children. In addition; there are significant statistical differences between the average marks of the experimental group and control group regarding to questionnaire test for the experimental group that is referred to the effectiveness of this program to modify the teachers’ attitude towards this kind of kindergarten.

Source Link [Arabic]

• Abdulrahman Abdullah Abaoud
• Nabil Sharaf Almalki

This study was aimed at measuring the differences of elementary school teachers" perceptions of behavioral problems that appear in pupils with attention deficit hyperactivity disorder (ADHD). The study focused on measuring any statistically significance differences of some variables and their relationship to the extent of realization of teachers. These variables included gender, level of education, years of experience, teacher’s current position, previous experience in teaching pupils with ADHD, and training. This research applied the descriptive approach, using a questionnaire. The study sample included 304 male elementary school teachers and 301 female elementary school teachers. The study found several results; no statistically significant differences at the 0.05 level or less regarding teachers" perceptions of behavioral problems in pupils with ADHD and level of education. The study also showed statistically significant differences between the perceptions of teachers and gender, years of experience, teacher’s current position, previous experience in teaching pupils with ADHD, and training. [Full study is in Arabic]

• Mohammed M.J. Alqahtani

Adherence behaviour to medication for attention deficit hyperactivity disorder (ADHD) is frequently suboptimal. Parents have several beliefs and experiences about ADHD medication and they going to make their decisions based on that background. This study aims to investigate qualitatively the parental experiences regarding using medication of ADHD for their children with ADHD. A qualitative approach was chosen to gain an in-depth insight into the experiences and beliefs. The investigations approached more than 60 parents during their follow-up. And the final sample included 44 parents. Parents generally were reluctant to medicate their children. Some parents revealed positive experiences about ADHD’s medication, mainly when that medication associated with positive performance at their schools. Parents described their hesitancy to continue the medication as a result of having uncertain assessments, side-effects of that medication and stigma. It was rare to hear from parents that behavioural or educational intervention could be used to manage ADHD, mainly when they decide to discontinue medication. There is a need to develop intervention program that educate, encourage, and support parents in following behaviour and pharmacological recommendations.

• Mohamed S Khalil
• Elham Jenahi

Objective: The teacher’s knowledge plays a key role in the process of assessing, screening, and diagnosing attention deficit hyperactivity disorder. This was a cross-sectional study aimed at surveying teachers’ knowledge about attention-deficit hyperactivity disorder, one of the most prevailing neurodevelopmental disorders. Materials and Methods: One hundred and thirteen female elementary school teachers were randomly chosen from six regular female public and private schools in Al-Khobar in the Eastern Province of Saudi Arabia. They completed a self-reported questionnaire on their general "factual" knowledge of the nature of attention-deficit hyperactivity disorder, and the management "action knowledge" of the condition. Factors which might affect their knowledge were also examined. Results: About 48.7% of the total sample had adequate factual knowledge, but only 27 (23.9%) showed adequate action knowledge about how to deal with attention-deficit hyperactivity disorder. Teachers’ knowledge of attention-deficit hyperactivity disorder (factual and action) was not significantly correlated with their years of experience, level of education (qualification) and duration of training in educational methodology. Conclusion: It was concluded that teachers in female primary schools had inadequate knowledge about attention-deficit hyperactivity disorder. Implications and recommendation for health and educational professional are outlined.

• Mohaned Abed
• Susan Pearson
• Paula Clarke
• Mary Chambers

Attention Deficit Hyperactivity Disorder (ADHD) is considered one of the most frequently diagnosed psychiatric childhood disorders. It has an effect on 3-5% of school-aged children, and brings about difficulties in academic and social interaction with both parents and teachers. The rationale behind this study is the exploration of the knowledge and beliefs of children regarding ADHD. The results of the survey based on the responses of 58 children to the ADHD Knowledge and Opinions Questionnaires and subsequent interviews showed positive choices of evidence-based medication and psychosocial treatment, and an understanding of the range of effects of ADHD, and the possible handling strategies. Children were able to determine environments in which ADHD made it difficult for them to be, and also identify adults who they considered capable of assisting them with their condition. Overall, the findings reveal that, whilst children have some knowledge regarding ADHD, demystification workshops are required.

• Areej M. Ali Munshi

Background: Attention deficit hyperactivity disorder (ADHD) is a disorder of childhood and adolescence and it is one of the most common psychiatric disorders that cause distress in the lives of both children and adult. If ADHD remains undetected the child may experience academic failure, rejection by peers, and develop low self-esteem. Teachers are seen as one of the most valuable sources of information with regard to referral and diagnosis of ADHD. They also have the responsibility for creating an environment conductive to academic, social and emotional success for children with ADHD.

Aims & Objective: To assess the knowledge of primary school and kindergarten female teachers in Al-Rusaifah district, Makkah city, towards the diagnosis and the management of ADHD as well as factors associated with ADHD knowledge among them. Materials and Methods: A cross sectional study among primary school and kindergarten female teachers working in Al-Rusaifah district, Makkah, Saudi Arabia, 2011. An interview questionnaire for diagnosis and management of ADHD in children was implemented. The questionnaire was designed in Arabic language. It consists of 38 questions covering 3 parts; regarding socio demographic features, general knowledge of ADHD with its coexisting conditions, and management of ADHD utilizing a questionnaire based on the Diagnostic and Statistical Manual of Mental Disorders (4th Ed) (DSM-IVR) diagnostic criteria.

Results: The study included 130 teachers with a response rate of 100%. Their age ranged between 22 and 58 years with a mean of 33.32 ± 7.77 years. More than half of the participants (72; 55.4%), responded that they had insufficient information regarding ADHD during their undergraduate stage. The majority (114; 87.7%) did not attend any conference regarding ADHD while (78; 60%) reported history of reading about ADHD. Relatively highest level of knowledge was observed for the items dealing with symptoms and facts related to diagnosis of ADHD (71.75%) while the lowest level of knowledge was revealed for the items reflecting general knowledge about ADHD (37%). The overall mean percentage of correct answers was 58.9%. The mean percentage of score reflecting knowledge of the teachers about diagnosis of ADHD was significantly higher among teachers aged 25 years or below as compared to older teachers. The majority of teachers (84.6%) agreed that they have an active role in the management of ADHD and that teachers should play an active role in ADHD management if combined with drugs (83.8%).

Conclusion: In conclusion, an inadequacy of knowledge regarding ADHD among a sample of female teachers in Al-Rusaifah district, Makkah, was observed. This inadequacy of knowledge raises serious questions about the screening of ADHD at the level of schools in Makkah.

• Mohaned Abed
• Susan Pearson
• Paula Clarke
• Mary Chambers

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.

• Sharat Chandra Pani
• Hannan Hillis
• Tasneem Chaballout
• Wedad Al Enazi
• Youmna AlAttar
• Mona Aboramadan

Background and Aim: Attention-deficit hyperactivity disorder (ADHD) is one of the most common childhood mental disorders that manifest with difficulties in staying focused and hyperactivity. Such children have been reported to have a higher incidence of traumatic dental injuries. The aim of this article was to study the knowledge and attitude of Saudi teachers of children with ADHD towards the management of traumatic dental injuries and compare them to their counterparts in mainstream schools. Material and Methods: A four-part structured Arabic questionnaire was administered to 281 teachers of children with ADHD and 384 teachers in mainstream schools. The questionnaire recorded the demographic data, type of children taught, experience of the teacher in dealing with traumatic dental injuries, the teachers’ perceived importance of managing traumatic dental injuries and their knowledge of emergency management of these injuries. The difference in knowledge and attitude between teachers of mainstream schools and schools for children with ADHD was assessed. Results and Conclusions: The results of the study indicate that teachers of children with ADHD have a greater experience of witnessing traumatic dental injuries and place significantly more importance towards the management of these injuries than their counterparts in mainstream schools. The influence of demographic variables on knowledge seen in teachers from mainstream schools is absent in those teaching children with ADHD.

• Keetam D.F. Alkahtani

Teachers can play a key role in identifying and supporting students with Attention Deficit/Hyperactivity Disorder (ADHD). In order to fulfill this important role, it is imperative for teachers to have explicit knowledge about ADHD. The overall aim of this study is to investigate teachers" knowledge and misconceptions of ADHD. Four hundred and twenty-nine (429) teachers participated. The Knowledge of Attention Deficit Disorder Scale (KADDS) along with a demographic questionnaire was used as the survey instruments to collect data. Descriptive statistics and correlation test were used to analyze the data. Results indicated that teachers" knowledge of ADHD was insufficient. Teachers" level of knowledge of ADHD was positively related to their prior training and experience with ADHD (i.e., the number of ADHD courses taken in college or graduate level, and the number of workshops pertaining to ADHD). Teachers" level of knowledge of ADHD also correlated positively with their level of confidence in teaching a student with ADHD. In spite of a few limitations, the results of this study are valuable for identifying areas where there is a misperception or lack of knowledge among teachers.

• Rania A Zaki

ADHD is the most common neurobehavioral disorder that affects large number of children world-wide. It characterized by three main symptoms; inattentiveness, hyperactivity and impulsivity. Caring of children with ADHD can be challenging for the whole family, Parents may be hurt by their children’s behavior as well as by the way other people respond to it. The purpose of this study was to enhance the awareness of parent caregivers about caring of their ADHD children’s through the Implementation of the research Program, quasi-experimental design was selected for this study. Subjects were consists of (30) mothers caregivers of ADHD children’s. The study was conducted in the General Administration of Intellectual Education Centers in the city of Abha. Data were collected by using two tools, the first was an interview questionnaire used to assess the family care givers Knowledge, attitude & practice toward their ADHD children behaviors in daily living activities, and the second was concerned with Attention deficit hyperactivity disorders scale. The results denoted that there was highly statistical significant relation between pre and post program implementation regarding family caregivers positive attitude and practice. So the study recommended that further studies should be done on large group of family caregivers to improve the parenting skills in managing their ADHD children behaviors.

• Sana Al-Mahmoud

Attention Deficit Hyperactivity Disorder (ADHD) is considered the most common psychiatric disorder that. (ADHD) is a developmental condition that involves problems with inattention and hyperactivity- impulsivity inconsistent with the age of the child. The affected child often has difficulty learning, giving rise to special educational needs that, combined with poor peer and family relationship, can lead to lack of self-esteem. Because the nature of illness is unknown, parents are usually not aware of how the illness will be managed. So the present study aimed to identify the effectiveness of health educational program on parents’ coping strategies and their children with Attention Deficit Hyperactivity Disorder. A quasi-experimental design was utilized in this study. The study has been carried out in the Psychiatric Out-patient Clinic in Al-Amal Complex for Mental Health in Dammam. A total sample of (30) parents and their children with ADHD has been selected. Pre-post assessment were carried out using the following tools: Socio demographic data sheet for both: parents and children. Knowledge assessment was measured by Psychosocial Problems of Parents Scale. developed by Pruyn, 1983 . The last one is The Parental Coping Strategy Inventory (PCSI)Yeh. The result of the current study revealed a statistically significant difference in level of parents knowledge and coping strategies between pre-post assessment. Therefore, researchers recommended the necessity to increase the awareness of illness by health care professionals through counseling, family therapy, free work shops for parents because they really in need.

• Faisal Alamiri
• Michael Faulkner

This study overviews the circumstances surrounding gifted children who manifest challenging behaviours at school, and where the explanatory use of the diagnostic descriptor, AD/HD, is invoked. Specifically, this qualitative research study in Saudi Arabia investigated the phenomenological and diagnostic confusion between giftedness and AD/HD. Three mainstream regular classroom teachers, one specialist teacher of gifted children, and the parents of three gifted children were interviewed. All participants’ perceptions focused on the behavioural dimensions of teacher-nominated gifted children at school and at home. In general, the results indicate that diagnostic confusions between giftedness and AD/HD were manifest, and teachers’ and parents’ perspectives differed. Some unanticipated and interesting data also emerged from the research. In discussion of the results, a number of themes relating to the misidentification of gifted children are discussed. Some educational implications for future research directions are offered.

• Fahad D Al-Osaimi
• Fatima A Al-Haider

Background: Psychosocial problems are common health concerns in children. Therefore, it is essential for pediatricians to be able to identify psychiatric disorders. This depends on the knowledge, practice and attitudes towards psychiatric disorders in childhood. Methods: A constructed questionnaire of items about knowledge, practice and attitudes of pediatricians toward psychiatric disorders in childhood was used. Four hundred and fifty questionnaires were distributed and collected from pediatricians in seven main governmental hospitals in Riyadh over a period of three months (between March 1 and May 30 2005). Findings were analyzed statistically. Results: About 88.8% of the samples had not had any training in child psychiatry during their residency. Forty-eight percent were hesitant in diagnosing psychiatric disorders in children, 76.5% were not confident enough to treat these children, 48.5% were not confident enough to follow them up after being managed by a child psychiatrist and 49.9% were not confident to treat common side effects of psychotropic medications. About 88.8% of the pediatricians thought that pediatricians needed training in child psychiatry during pediatric residency programs. Conclusion: A significant number of pediatricians reported a lack of training in child psychiatry during residency programs. This has an adverse impact on their knowledge, attitudes and possibly practices in dealing with childhood psychiatric disorders.