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
How teachers’ knowledge of attention deficit hyperactivity disorder makes difference in doctors’ diagnostic decisions and management?
Abstract
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.
Keywords
study, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Mohamed S Khalil,Elham Jenahi," year="2015" title="How teachers’ knowledge of attention deficit hyperactivity disorder makes difference in doctors’ diagnostic decisions and management?" volume="3" issue="2" journal="Saudi Journal of Medicine and Medical Sciences" shortjournal="Saudi J Med Med Sci" startpage="151" endpage="" articlenum="" doi=""]Link to this page: https://res.adhd.org.sa/doi/[/if 117]
Prevalence
How teachers’ knowledge of attention deficit hyperactivity disorder makes difference in doctors’ diagnostic decisions and management?
Abstract
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.
Keywords
study, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Mohamed S Khalil,Elham Jenahi," year="2015" title="How teachers’ knowledge of attention deficit hyperactivity disorder makes difference in doctors’ diagnostic decisions and management?" volume="3" issue="2" journal="Saudi Journal of Medicine and Medical Sciences" shortjournal="Saudi J Med Med Sci" startpage="151" endpage="" articlenum="" doi=""]Link to this page: https://res.adhd.org.sa/doi/[/if 117]
Awareness and Attitudes
How teachers’ knowledge of attention deficit hyperactivity disorder makes difference in doctors’ diagnostic decisions and management?
Abstract
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.
Keywords
study, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Mohamed S Khalil,Elham Jenahi," year="2015" title="How teachers’ knowledge of attention deficit hyperactivity disorder makes difference in doctors’ diagnostic decisions and management?" volume="3" issue="2" journal="Saudi Journal of Medicine and Medical Sciences" shortjournal="Saudi J Med Med Sci" startpage="151" endpage="" articlenum="" doi=""]Link to this page: https://res.adhd.org.sa/doi/[/if 117]
Diagnosis
How teachers’ knowledge of attention deficit hyperactivity disorder makes difference in doctors’ diagnostic decisions and management?
Abstract
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.
Keywords
study, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Mohamed S Khalil,Elham Jenahi," year="2015" title="How teachers’ knowledge of attention deficit hyperactivity disorder makes difference in doctors’ diagnostic decisions and management?" volume="3" issue="2" journal="Saudi Journal of Medicine and Medical Sciences" shortjournal="Saudi J Med Med Sci" startpage="151" endpage="" articlenum="" doi=""]Link to this page: https://res.adhd.org.sa/doi/[/if 117]
Language & Communication
How teachers’ knowledge of attention deficit hyperactivity disorder makes difference in doctors’ diagnostic decisions and management?
Abstract
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.
Keywords
study, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Mohamed S Khalil,Elham Jenahi," year="2015" title="How teachers’ knowledge of attention deficit hyperactivity disorder makes difference in doctors’ diagnostic decisions and management?" volume="3" issue="2" journal="Saudi Journal of Medicine and Medical Sciences" shortjournal="Saudi J Med Med Sci" startpage="151" endpage="" articlenum="" doi=""]Link to this page: https://res.adhd.org.sa/doi/[/if 117]