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
Saudi Arabian Pre-Service Special Education Teachers Knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD)
- Mohammed Al-Hwaiti
Global Journal of Health Science
10.5539/gjhs.v11n3p32Abstract
The current study aims at detecting the level of knowledge held by special education student teachers at Umm Al-Qura University with regard to Attention-Deficit/Hyperactivity Disorder (ADHD), and comparing their level of knowledge of (ADHD) according to variables: Gender (male or female), track or specialty (special education ,mental disability, learning disabilities, hearing disability, behavioral disorders and Behavioral Disorders and Autism), school year or university level (first year, second year, third year, and fourth year). The sample of the study consists of (682) students who were selected randomly from the Department of Special Education at Umm Al-Qura University in Makkah in the Kingdom of Saudi Arabia for the academic year (1437H-1438H), and SPSS was applied for data analysis. The results showed that Saudi Arabian Pre-Service Special Education Teachers’ overall knowledge is high (64.2%). The correct rate of knowledge of ADHD was (93.0 %) and (86.8) (‘high’), respectively. As for the sex differences were in favor of females, as for year and track or specialty variables, Pairwise Multiple Comparisons Post Hoc Test using LSD method. Implications of the study results are discussed, and recommendations are presented.
Keywords
knowledge of ADHD, pre-service teachers, Saudi Arabia, special education, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Mohammed Al-Hwaiti," year="2019" title="Saudi Arabian Pre-Service Special Education Teachers Knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD)" volume="11" issue="3" journal="Global Journal of Health Science" shortjournal="Global Journal of Health Science" startpage="32" endpage="43" articlenum="" doi="10.5539/gjhs.v11n3p32"]Link to this page: https://res.adhd.org.sa/doi/10.5539/gjhs.v11n3p32
Prevalence
Saudi Arabian Pre-Service Special Education Teachers Knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD)
- Mohammed Al-Hwaiti
Global Journal of Health Science
10.5539/gjhs.v11n3p32Abstract
The current study aims at detecting the level of knowledge held by special education student teachers at Umm Al-Qura University with regard to Attention-Deficit/Hyperactivity Disorder (ADHD), and comparing their level of knowledge of (ADHD) according to variables: Gender (male or female), track or specialty (special education ,mental disability, learning disabilities, hearing disability, behavioral disorders and Behavioral Disorders and Autism), school year or university level (first year, second year, third year, and fourth year). The sample of the study consists of (682) students who were selected randomly from the Department of Special Education at Umm Al-Qura University in Makkah in the Kingdom of Saudi Arabia for the academic year (1437H-1438H), and SPSS was applied for data analysis. The results showed that Saudi Arabian Pre-Service Special Education Teachers’ overall knowledge is high (64.2%). The correct rate of knowledge of ADHD was (93.0 %) and (86.8) (‘high’), respectively. As for the sex differences were in favor of females, as for year and track or specialty variables, Pairwise Multiple Comparisons Post Hoc Test using LSD method. Implications of the study results are discussed, and recommendations are presented.
Keywords
knowledge of ADHD, pre-service teachers, Saudi Arabia, special education, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Mohammed Al-Hwaiti," year="2019" title="Saudi Arabian Pre-Service Special Education Teachers Knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD)" volume="11" issue="3" journal="Global Journal of Health Science" shortjournal="Global Journal of Health Science" startpage="32" endpage="43" articlenum="" doi="10.5539/gjhs.v11n3p32"]Link to this page: https://res.adhd.org.sa/doi/10.5539/gjhs.v11n3p32
Awareness and Attitudes
Saudi Arabian Pre-Service Special Education Teachers Knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD)
- Mohammed Al-Hwaiti
Global Journal of Health Science
10.5539/gjhs.v11n3p32Abstract
The current study aims at detecting the level of knowledge held by special education student teachers at Umm Al-Qura University with regard to Attention-Deficit/Hyperactivity Disorder (ADHD), and comparing their level of knowledge of (ADHD) according to variables: Gender (male or female), track or specialty (special education ,mental disability, learning disabilities, hearing disability, behavioral disorders and Behavioral Disorders and Autism), school year or university level (first year, second year, third year, and fourth year). The sample of the study consists of (682) students who were selected randomly from the Department of Special Education at Umm Al-Qura University in Makkah in the Kingdom of Saudi Arabia for the academic year (1437H-1438H), and SPSS was applied for data analysis. The results showed that Saudi Arabian Pre-Service Special Education Teachers’ overall knowledge is high (64.2%). The correct rate of knowledge of ADHD was (93.0 %) and (86.8) (‘high’), respectively. As for the sex differences were in favor of females, as for year and track or specialty variables, Pairwise Multiple Comparisons Post Hoc Test using LSD method. Implications of the study results are discussed, and recommendations are presented.
Keywords
knowledge of ADHD, pre-service teachers, Saudi Arabia, special education, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Mohammed Al-Hwaiti," year="2019" title="Saudi Arabian Pre-Service Special Education Teachers Knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD)" volume="11" issue="3" journal="Global Journal of Health Science" shortjournal="Global Journal of Health Science" startpage="32" endpage="43" articlenum="" doi="10.5539/gjhs.v11n3p32"]Link to this page: https://res.adhd.org.sa/doi/10.5539/gjhs.v11n3p32
Diagnosis
Saudi Arabian Pre-Service Special Education Teachers Knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD)
- Mohammed Al-Hwaiti
Global Journal of Health Science
10.5539/gjhs.v11n3p32Abstract
The current study aims at detecting the level of knowledge held by special education student teachers at Umm Al-Qura University with regard to Attention-Deficit/Hyperactivity Disorder (ADHD), and comparing their level of knowledge of (ADHD) according to variables: Gender (male or female), track or specialty (special education ,mental disability, learning disabilities, hearing disability, behavioral disorders and Behavioral Disorders and Autism), school year or university level (first year, second year, third year, and fourth year). The sample of the study consists of (682) students who were selected randomly from the Department of Special Education at Umm Al-Qura University in Makkah in the Kingdom of Saudi Arabia for the academic year (1437H-1438H), and SPSS was applied for data analysis. The results showed that Saudi Arabian Pre-Service Special Education Teachers’ overall knowledge is high (64.2%). The correct rate of knowledge of ADHD was (93.0 %) and (86.8) (‘high’), respectively. As for the sex differences were in favor of females, as for year and track or specialty variables, Pairwise Multiple Comparisons Post Hoc Test using LSD method. Implications of the study results are discussed, and recommendations are presented.
Keywords
knowledge of ADHD, pre-service teachers, Saudi Arabia, special education, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Mohammed Al-Hwaiti," year="2019" title="Saudi Arabian Pre-Service Special Education Teachers Knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD)" volume="11" issue="3" journal="Global Journal of Health Science" shortjournal="Global Journal of Health Science" startpage="32" endpage="43" articlenum="" doi="10.5539/gjhs.v11n3p32"]Link to this page: https://res.adhd.org.sa/doi/10.5539/gjhs.v11n3p32
Language & Communication
Saudi Arabian Pre-Service Special Education Teachers Knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD)
- Mohammed Al-Hwaiti
Global Journal of Health Science
10.5539/gjhs.v11n3p32Abstract
The current study aims at detecting the level of knowledge held by special education student teachers at Umm Al-Qura University with regard to Attention-Deficit/Hyperactivity Disorder (ADHD), and comparing their level of knowledge of (ADHD) according to variables: Gender (male or female), track or specialty (special education ,mental disability, learning disabilities, hearing disability, behavioral disorders and Behavioral Disorders and Autism), school year or university level (first year, second year, third year, and fourth year). The sample of the study consists of (682) students who were selected randomly from the Department of Special Education at Umm Al-Qura University in Makkah in the Kingdom of Saudi Arabia for the academic year (1437H-1438H), and SPSS was applied for data analysis. The results showed that Saudi Arabian Pre-Service Special Education Teachers’ overall knowledge is high (64.2%). The correct rate of knowledge of ADHD was (93.0 %) and (86.8) (‘high’), respectively. As for the sex differences were in favor of females, as for year and track or specialty variables, Pairwise Multiple Comparisons Post Hoc Test using LSD method. Implications of the study results are discussed, and recommendations are presented.
Keywords
knowledge of ADHD, pre-service teachers, Saudi Arabia, special education, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Mohammed Al-Hwaiti," year="2019" title="Saudi Arabian Pre-Service Special Education Teachers Knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD)" volume="11" issue="3" journal="Global Journal of Health Science" shortjournal="Global Journal of Health Science" startpage="32" endpage="43" articlenum="" doi="10.5539/gjhs.v11n3p32"]Link to this page: https://res.adhd.org.sa/doi/10.5539/gjhs.v11n3p32