Below is a curated list of published studies related to different aspects of Attention Deficit / Hyperactivity Disorder (ADHD) in Saudi Arabia, including prevalence, awareness, diagnosis, language and communication, and review articles.
Additional studies from Saudi Arabia, including topics not featured on this page, are available in the research library. We also maintain a list of ADHD-related theses that have been made available online. If you would like your research featured here, or know of any publications in or about ADHD in KSA that you believe should be included here, please get in touch by email at research @ adhd.org.sa.
Note: Unless specifically stated, these studies were neither conducted by nor supported by the Saudi ADHD Society, and are provided as a resource for researchers only.
Review Articles
Knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder [Arabic]
Abstract
This study aimed to identify the knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder. To achieve that purpose, the researcher used the descriptive survey method on a sample of (441) teachers from (general and special education) in schools in Riyadh that implemented (ADHD) programs. The study findings indicated that teachers of students with (ADHD) knowledge of effective educational interventions varied. It also found that female teachers’ knowledge of interventions is greater than the knowledge of male teachers. The exception was the cooperative learning intervention, in which the results were in favour of male teachers more than females. Moreover, the results showed that the knowledge of special education teachers of educational interventions was greater than that of general education teachers, and that the knowledge of teachers with less experience was greater. In addition, the knowledge of teachers who received training courses in the field of (ADHD) was greater than those who did not receive training courses in the field.
Source Link [Arabic]
Keywords
Cooperative learning, Self-management, Response to intervention, Evidence-based teaching practices, knowledge, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Nasayem K Almuqahwi," year="2020" title="Knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder [Arabic]" volume="" issue="20" journal="Arab Journal for Scientific Publishing" shortjournal="AJSP" startpage="" endpage="434" articlenum="" doi=""]Prevalence
Knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder [Arabic]
Abstract
This study aimed to identify the knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder. To achieve that purpose, the researcher used the descriptive survey method on a sample of (441) teachers from (general and special education) in schools in Riyadh that implemented (ADHD) programs. The study findings indicated that teachers of students with (ADHD) knowledge of effective educational interventions varied. It also found that female teachers’ knowledge of interventions is greater than the knowledge of male teachers. The exception was the cooperative learning intervention, in which the results were in favour of male teachers more than females. Moreover, the results showed that the knowledge of special education teachers of educational interventions was greater than that of general education teachers, and that the knowledge of teachers with less experience was greater. In addition, the knowledge of teachers who received training courses in the field of (ADHD) was greater than those who did not receive training courses in the field.
Source Link [Arabic]
Keywords
Cooperative learning, Self-management, Response to intervention, Evidence-based teaching practices, knowledge, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Nasayem K Almuqahwi," year="2020" title="Knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder [Arabic]" volume="" issue="20" journal="Arab Journal for Scientific Publishing" shortjournal="AJSP" startpage="" endpage="434" articlenum="" doi=""]Awareness and Attitudes
Knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder [Arabic]
Abstract
This study aimed to identify the knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder. To achieve that purpose, the researcher used the descriptive survey method on a sample of (441) teachers from (general and special education) in schools in Riyadh that implemented (ADHD) programs. The study findings indicated that teachers of students with (ADHD) knowledge of effective educational interventions varied. It also found that female teachers’ knowledge of interventions is greater than the knowledge of male teachers. The exception was the cooperative learning intervention, in which the results were in favour of male teachers more than females. Moreover, the results showed that the knowledge of special education teachers of educational interventions was greater than that of general education teachers, and that the knowledge of teachers with less experience was greater. In addition, the knowledge of teachers who received training courses in the field of (ADHD) was greater than those who did not receive training courses in the field.
Source Link [Arabic]
Keywords
Cooperative learning, Self-management, Response to intervention, Evidence-based teaching practices, knowledge, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Nasayem K Almuqahwi," year="2020" title="Knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder [Arabic]" volume="" issue="20" journal="Arab Journal for Scientific Publishing" shortjournal="AJSP" startpage="" endpage="434" articlenum="" doi=""]Diagnosis
Knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder [Arabic]
Abstract
This study aimed to identify the knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder. To achieve that purpose, the researcher used the descriptive survey method on a sample of (441) teachers from (general and special education) in schools in Riyadh that implemented (ADHD) programs. The study findings indicated that teachers of students with (ADHD) knowledge of effective educational interventions varied. It also found that female teachers’ knowledge of interventions is greater than the knowledge of male teachers. The exception was the cooperative learning intervention, in which the results were in favour of male teachers more than females. Moreover, the results showed that the knowledge of special education teachers of educational interventions was greater than that of general education teachers, and that the knowledge of teachers with less experience was greater. In addition, the knowledge of teachers who received training courses in the field of (ADHD) was greater than those who did not receive training courses in the field.
Source Link [Arabic]
Keywords
Cooperative learning, Self-management, Response to intervention, Evidence-based teaching practices, knowledge, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Nasayem K Almuqahwi," year="2020" title="Knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder [Arabic]" volume="" issue="20" journal="Arab Journal for Scientific Publishing" shortjournal="AJSP" startpage="" endpage="434" articlenum="" doi=""]Language & Communication
Knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder [Arabic]
Abstract
This study aimed to identify the knowledge of Effective Educational Interventions among Teachers of Students of Attention Deficit Hyperactivity Disorder. To achieve that purpose, the researcher used the descriptive survey method on a sample of (441) teachers from (general and special education) in schools in Riyadh that implemented (ADHD) programs. The study findings indicated that teachers of students with (ADHD) knowledge of effective educational interventions varied. It also found that female teachers’ knowledge of interventions is greater than the knowledge of male teachers. The exception was the cooperative learning intervention, in which the results were in favour of male teachers more than females. Moreover, the results showed that the knowledge of special education teachers of educational interventions was greater than that of general education teachers, and that the knowledge of teachers with less experience was greater. In addition, the knowledge of teachers who received training courses in the field of (ADHD) was greater than those who did not receive training courses in the field.
Source Link [Arabic]