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
Schoolteachers’ Knowledge of Attention-Deficit/ Hyperactivity Disorder—Current Status and Effectiveness of Knowledge Improvement Program: A Randomized Controlled Trial
- Abdullah M Alshehri
- Shehata F Shehata
- Khalid M Almosa
- Nabil J Awadalla
International Journal of Environmental Research and Public Health
10.3390/ijerph17155605Abstract
Background: Adequately knowledgeable schoolteachers can play an essential role in early detection and proper treatment of children with attention-deficit/hyperactivity disorder (ADHD) at school.
Objectives: To assess the schoolteachers’ knowledge of ADHD and to evaluate the effectiveness of the ADHD knowledge improvement program.
Methods: A randomized controlled trial study design was followed on 100 primary school teachers from Abha City, Saudi Arabia. Teachers were randomly selected and allocated into trial and control groups. A self-administered questionnaire was used to evaluate teachers’ knowledge about ADHD. After the baseline assessment, participants in the trial group received a two-day ADHD knowledge improvement program. Teachers’ knowledge about ADHD was reassessed using the same questionnaire immediately after finishing the intervention program and after three months in both groups.
Results: Only 16% and 22% of trial and control groups, respectively, showed adequate baseline knowledge about ADHD. Teachers’ main sources of information about ADHD were the internet (67%), friends (47%), TV (34%), and reading books (23%). Knowledge of teachers in the trial group significantly improved immediately after the intervention. After three months, these knowledge benefits slightly declined but remained more adequate than those of teachers in the control group. The logistic regression model revealed that being a participant in the trial group and of higher qualification were associated with significant improvement in teachers’ retained knowledge on ADHD (p < 0.001 and p = 0.050, respectively).
Conclusions: The majority of male primary school teachers in Abha City, Saudi Arabia, have inadequate knowledge about ADHD. Applying a knowledge improvement program can substantially improve their knowledge of ADHD. Consideration should be given to the integration of ADHD knowledge improvement program into teachers’ educational programs.
Keywords
attention-deficity/hyperactivity disorder, ADHD, teachers, educational program intervention, Saudi Arabia, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Abdullah M Alshehri,Shehata F Shehata,Khalid M Almosa,Nabil J Awadalla," year="2020" title="Schoolteachers’ Knowledge of Attention-Deficit/ Hyperactivity Disorder—Current Status and Effectiveness of Knowledge Improvement Program: A Randomized Controlled Trial" volume="17" issue="5605" journal="International Journal of Environmental Research and Public Health" shortjournal="Int J Environ Res Public Health" startpage="" endpage="" articlenum="" doi="10.3390/ijerph17155605"]Link to this page: https://res.adhd.org.sa/doi/10.3390/ijerph17155605
Prevalence
Schoolteachers’ Knowledge of Attention-Deficit/ Hyperactivity Disorder—Current Status and Effectiveness of Knowledge Improvement Program: A Randomized Controlled Trial
- Abdullah M Alshehri
- Shehata F Shehata
- Khalid M Almosa
- Nabil J Awadalla
International Journal of Environmental Research and Public Health
10.3390/ijerph17155605Abstract
Background: Adequately knowledgeable schoolteachers can play an essential role in early detection and proper treatment of children with attention-deficit/hyperactivity disorder (ADHD) at school.
Objectives: To assess the schoolteachers’ knowledge of ADHD and to evaluate the effectiveness of the ADHD knowledge improvement program.
Methods: A randomized controlled trial study design was followed on 100 primary school teachers from Abha City, Saudi Arabia. Teachers were randomly selected and allocated into trial and control groups. A self-administered questionnaire was used to evaluate teachers’ knowledge about ADHD. After the baseline assessment, participants in the trial group received a two-day ADHD knowledge improvement program. Teachers’ knowledge about ADHD was reassessed using the same questionnaire immediately after finishing the intervention program and after three months in both groups.
Results: Only 16% and 22% of trial and control groups, respectively, showed adequate baseline knowledge about ADHD. Teachers’ main sources of information about ADHD were the internet (67%), friends (47%), TV (34%), and reading books (23%). Knowledge of teachers in the trial group significantly improved immediately after the intervention. After three months, these knowledge benefits slightly declined but remained more adequate than those of teachers in the control group. The logistic regression model revealed that being a participant in the trial group and of higher qualification were associated with significant improvement in teachers’ retained knowledge on ADHD (p < 0.001 and p = 0.050, respectively).
Conclusions: The majority of male primary school teachers in Abha City, Saudi Arabia, have inadequate knowledge about ADHD. Applying a knowledge improvement program can substantially improve their knowledge of ADHD. Consideration should be given to the integration of ADHD knowledge improvement program into teachers’ educational programs.
Keywords
attention-deficity/hyperactivity disorder, ADHD, teachers, educational program intervention, Saudi Arabia, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Abdullah M Alshehri,Shehata F Shehata,Khalid M Almosa,Nabil J Awadalla," year="2020" title="Schoolteachers’ Knowledge of Attention-Deficit/ Hyperactivity Disorder—Current Status and Effectiveness of Knowledge Improvement Program: A Randomized Controlled Trial" volume="17" issue="5605" journal="International Journal of Environmental Research and Public Health" shortjournal="Int J Environ Res Public Health" startpage="" endpage="" articlenum="" doi="10.3390/ijerph17155605"]Link to this page: https://res.adhd.org.sa/doi/10.3390/ijerph17155605
Awareness and Attitudes
Schoolteachers’ Knowledge of Attention-Deficit/ Hyperactivity Disorder—Current Status and Effectiveness of Knowledge Improvement Program: A Randomized Controlled Trial
- Abdullah M Alshehri
- Shehata F Shehata
- Khalid M Almosa
- Nabil J Awadalla
International Journal of Environmental Research and Public Health
10.3390/ijerph17155605Abstract
Background: Adequately knowledgeable schoolteachers can play an essential role in early detection and proper treatment of children with attention-deficit/hyperactivity disorder (ADHD) at school.
Objectives: To assess the schoolteachers’ knowledge of ADHD and to evaluate the effectiveness of the ADHD knowledge improvement program.
Methods: A randomized controlled trial study design was followed on 100 primary school teachers from Abha City, Saudi Arabia. Teachers were randomly selected and allocated into trial and control groups. A self-administered questionnaire was used to evaluate teachers’ knowledge about ADHD. After the baseline assessment, participants in the trial group received a two-day ADHD knowledge improvement program. Teachers’ knowledge about ADHD was reassessed using the same questionnaire immediately after finishing the intervention program and after three months in both groups.
Results: Only 16% and 22% of trial and control groups, respectively, showed adequate baseline knowledge about ADHD. Teachers’ main sources of information about ADHD were the internet (67%), friends (47%), TV (34%), and reading books (23%). Knowledge of teachers in the trial group significantly improved immediately after the intervention. After three months, these knowledge benefits slightly declined but remained more adequate than those of teachers in the control group. The logistic regression model revealed that being a participant in the trial group and of higher qualification were associated with significant improvement in teachers’ retained knowledge on ADHD (p < 0.001 and p = 0.050, respectively).
Conclusions: The majority of male primary school teachers in Abha City, Saudi Arabia, have inadequate knowledge about ADHD. Applying a knowledge improvement program can substantially improve their knowledge of ADHD. Consideration should be given to the integration of ADHD knowledge improvement program into teachers’ educational programs.
Keywords
attention-deficity/hyperactivity disorder, ADHD, teachers, educational program intervention, Saudi Arabia, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Abdullah M Alshehri,Shehata F Shehata,Khalid M Almosa,Nabil J Awadalla," year="2020" title="Schoolteachers’ Knowledge of Attention-Deficit/ Hyperactivity Disorder—Current Status and Effectiveness of Knowledge Improvement Program: A Randomized Controlled Trial" volume="17" issue="5605" journal="International Journal of Environmental Research and Public Health" shortjournal="Int J Environ Res Public Health" startpage="" endpage="" articlenum="" doi="10.3390/ijerph17155605"]Link to this page: https://res.adhd.org.sa/doi/10.3390/ijerph17155605
Diagnosis
Schoolteachers’ Knowledge of Attention-Deficit/ Hyperactivity Disorder—Current Status and Effectiveness of Knowledge Improvement Program: A Randomized Controlled Trial
- Abdullah M Alshehri
- Shehata F Shehata
- Khalid M Almosa
- Nabil J Awadalla
International Journal of Environmental Research and Public Health
10.3390/ijerph17155605Abstract
Background: Adequately knowledgeable schoolteachers can play an essential role in early detection and proper treatment of children with attention-deficit/hyperactivity disorder (ADHD) at school.
Objectives: To assess the schoolteachers’ knowledge of ADHD and to evaluate the effectiveness of the ADHD knowledge improvement program.
Methods: A randomized controlled trial study design was followed on 100 primary school teachers from Abha City, Saudi Arabia. Teachers were randomly selected and allocated into trial and control groups. A self-administered questionnaire was used to evaluate teachers’ knowledge about ADHD. After the baseline assessment, participants in the trial group received a two-day ADHD knowledge improvement program. Teachers’ knowledge about ADHD was reassessed using the same questionnaire immediately after finishing the intervention program and after three months in both groups.
Results: Only 16% and 22% of trial and control groups, respectively, showed adequate baseline knowledge about ADHD. Teachers’ main sources of information about ADHD were the internet (67%), friends (47%), TV (34%), and reading books (23%). Knowledge of teachers in the trial group significantly improved immediately after the intervention. After three months, these knowledge benefits slightly declined but remained more adequate than those of teachers in the control group. The logistic regression model revealed that being a participant in the trial group and of higher qualification were associated with significant improvement in teachers’ retained knowledge on ADHD (p < 0.001 and p = 0.050, respectively).
Conclusions: The majority of male primary school teachers in Abha City, Saudi Arabia, have inadequate knowledge about ADHD. Applying a knowledge improvement program can substantially improve their knowledge of ADHD. Consideration should be given to the integration of ADHD knowledge improvement program into teachers’ educational programs.
Keywords
attention-deficity/hyperactivity disorder, ADHD, teachers, educational program intervention, Saudi Arabia, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Abdullah M Alshehri,Shehata F Shehata,Khalid M Almosa,Nabil J Awadalla," year="2020" title="Schoolteachers’ Knowledge of Attention-Deficit/ Hyperactivity Disorder—Current Status and Effectiveness of Knowledge Improvement Program: A Randomized Controlled Trial" volume="17" issue="5605" journal="International Journal of Environmental Research and Public Health" shortjournal="Int J Environ Res Public Health" startpage="" endpage="" articlenum="" doi="10.3390/ijerph17155605"]Link to this page: https://res.adhd.org.sa/doi/10.3390/ijerph17155605
Language & Communication
Schoolteachers’ Knowledge of Attention-Deficit/ Hyperactivity Disorder—Current Status and Effectiveness of Knowledge Improvement Program: A Randomized Controlled Trial
- Abdullah M Alshehri
- Shehata F Shehata
- Khalid M Almosa
- Nabil J Awadalla
International Journal of Environmental Research and Public Health
10.3390/ijerph17155605Abstract
Background: Adequately knowledgeable schoolteachers can play an essential role in early detection and proper treatment of children with attention-deficit/hyperactivity disorder (ADHD) at school.
Objectives: To assess the schoolteachers’ knowledge of ADHD and to evaluate the effectiveness of the ADHD knowledge improvement program.
Methods: A randomized controlled trial study design was followed on 100 primary school teachers from Abha City, Saudi Arabia. Teachers were randomly selected and allocated into trial and control groups. A self-administered questionnaire was used to evaluate teachers’ knowledge about ADHD. After the baseline assessment, participants in the trial group received a two-day ADHD knowledge improvement program. Teachers’ knowledge about ADHD was reassessed using the same questionnaire immediately after finishing the intervention program and after three months in both groups.
Results: Only 16% and 22% of trial and control groups, respectively, showed adequate baseline knowledge about ADHD. Teachers’ main sources of information about ADHD were the internet (67%), friends (47%), TV (34%), and reading books (23%). Knowledge of teachers in the trial group significantly improved immediately after the intervention. After three months, these knowledge benefits slightly declined but remained more adequate than those of teachers in the control group. The logistic regression model revealed that being a participant in the trial group and of higher qualification were associated with significant improvement in teachers’ retained knowledge on ADHD (p < 0.001 and p = 0.050, respectively).
Conclusions: The majority of male primary school teachers in Abha City, Saudi Arabia, have inadequate knowledge about ADHD. Applying a knowledge improvement program can substantially improve their knowledge of ADHD. Consideration should be given to the integration of ADHD knowledge improvement program into teachers’ educational programs.
Keywords
attention-deficity/hyperactivity disorder, ADHD, teachers, educational program intervention, Saudi Arabia, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Abdullah M Alshehri,Shehata F Shehata,Khalid M Almosa,Nabil J Awadalla," year="2020" title="Schoolteachers’ Knowledge of Attention-Deficit/ Hyperactivity Disorder—Current Status and Effectiveness of Knowledge Improvement Program: A Randomized Controlled Trial" volume="17" issue="5605" journal="International Journal of Environmental Research and Public Health" shortjournal="Int J Environ Res Public Health" startpage="" endpage="" articlenum="" doi="10.3390/ijerph17155605"]Link to this page: https://res.adhd.org.sa/doi/10.3390/ijerph17155605