Skip to content

Saudi ADHD Research

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

  1. Home
  2. Research Library
  3. doi
  4. 10.20849/ijsn.v3i3.528

Effect of Educational Program on Elementary School Teachers’ Knowledge, Attitude, and Classroom Management Techniques Regards Attention Deficit Hyperactivity Disorder

Effect of Educational Program on Elementary School Teachers’ Knowledge, Attitude, and Classroom Management Techniques Regards Attention Deficit Hyperactivity Disorder
Open Access | CC BY 4.0 | |
Authors:

International Journal of Studies in Nursing

10.20849/ijsn.v3i3.528

Abstract

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.

Keywords

ADHD, elementary school, school children, teachers, knowledge, attitudes, awareness, Saudi Arabia

Citation

[research_citation style="APA" pubtype="journal" authors="Asma Mohammed Ali Alabd,Soha Kamel Mesbah,Mohammad Alboliteeh," year="2018" title="Effect of Educational Program on Elementary School Teachers’ Knowledge, Attitude, and Classroom Management Techniques Regards Attention Deficit Hyperactivity Disorder" volume="3" issue="3" journal="International Journal of Studies in Nursing" shortjournal="International Journal of Studies in Nursing" startpage="159" endpage="171" articlenum="" doi="10.20849/ijsn.v3i3.528"]

Prevalence

  1. Home
  2. Research Library
  3. doi
  4. 10.20849/ijsn.v3i3.528

Effect of Educational Program on Elementary School Teachers’ Knowledge, Attitude, and Classroom Management Techniques Regards Attention Deficit Hyperactivity Disorder

Effect of Educational Program on Elementary School Teachers’ Knowledge, Attitude, and Classroom Management Techniques Regards Attention Deficit Hyperactivity Disorder
Open Access | CC BY 4.0 | |
Authors:

International Journal of Studies in Nursing

10.20849/ijsn.v3i3.528

Abstract

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.

Keywords

ADHD, elementary school, school children, teachers, knowledge, attitudes, awareness, Saudi Arabia

Citation

[research_citation style="APA" pubtype="journal" authors="Asma Mohammed Ali Alabd,Soha Kamel Mesbah,Mohammad Alboliteeh," year="2018" title="Effect of Educational Program on Elementary School Teachers’ Knowledge, Attitude, and Classroom Management Techniques Regards Attention Deficit Hyperactivity Disorder" volume="3" issue="3" journal="International Journal of Studies in Nursing" shortjournal="International Journal of Studies in Nursing" startpage="159" endpage="171" articlenum="" doi="10.20849/ijsn.v3i3.528"]

Awareness and Attitudes

  1. Home
  2. Research Library
  3. doi
  4. 10.20849/ijsn.v3i3.528

Effect of Educational Program on Elementary School Teachers’ Knowledge, Attitude, and Classroom Management Techniques Regards Attention Deficit Hyperactivity Disorder

Effect of Educational Program on Elementary School Teachers’ Knowledge, Attitude, and Classroom Management Techniques Regards Attention Deficit Hyperactivity Disorder
Open Access | CC BY 4.0 | |
Authors:

International Journal of Studies in Nursing

10.20849/ijsn.v3i3.528

Abstract

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.

Keywords

ADHD, elementary school, school children, teachers, knowledge, attitudes, awareness, Saudi Arabia

Citation

[research_citation style="APA" pubtype="journal" authors="Asma Mohammed Ali Alabd,Soha Kamel Mesbah,Mohammad Alboliteeh," year="2018" title="Effect of Educational Program on Elementary School Teachers’ Knowledge, Attitude, and Classroom Management Techniques Regards Attention Deficit Hyperactivity Disorder" volume="3" issue="3" journal="International Journal of Studies in Nursing" shortjournal="International Journal of Studies in Nursing" startpage="159" endpage="171" articlenum="" doi="10.20849/ijsn.v3i3.528"]

Diagnosis

  1. Home
  2. Research Library
  3. doi
  4. 10.20849/ijsn.v3i3.528

Effect of Educational Program on Elementary School Teachers’ Knowledge, Attitude, and Classroom Management Techniques Regards Attention Deficit Hyperactivity Disorder

Effect of Educational Program on Elementary School Teachers’ Knowledge, Attitude, and Classroom Management Techniques Regards Attention Deficit Hyperactivity Disorder
Open Access | CC BY 4.0 | |
Authors:

International Journal of Studies in Nursing

10.20849/ijsn.v3i3.528

Abstract

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.

Keywords

ADHD, elementary school, school children, teachers, knowledge, attitudes, awareness, Saudi Arabia

Citation

[research_citation style="APA" pubtype="journal" authors="Asma Mohammed Ali Alabd,Soha Kamel Mesbah,Mohammad Alboliteeh," year="2018" title="Effect of Educational Program on Elementary School Teachers’ Knowledge, Attitude, and Classroom Management Techniques Regards Attention Deficit Hyperactivity Disorder" volume="3" issue="3" journal="International Journal of Studies in Nursing" shortjournal="International Journal of Studies in Nursing" startpage="159" endpage="171" articlenum="" doi="10.20849/ijsn.v3i3.528"]

Language & Communication

  1. Home
  2. Research Library
  3. doi
  4. 10.20849/ijsn.v3i3.528

Effect of Educational Program on Elementary School Teachers’ Knowledge, Attitude, and Classroom Management Techniques Regards Attention Deficit Hyperactivity Disorder

Effect of Educational Program on Elementary School Teachers’ Knowledge, Attitude, and Classroom Management Techniques Regards Attention Deficit Hyperactivity Disorder
Open Access | CC BY 4.0 | |
Authors:

International Journal of Studies in Nursing

10.20849/ijsn.v3i3.528

Abstract

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.

Keywords

ADHD, elementary school, school children, teachers, knowledge, attitudes, awareness, Saudi Arabia

Citation

[research_citation style="APA" pubtype="journal" authors="Asma Mohammed Ali Alabd,Soha Kamel Mesbah,Mohammad Alboliteeh," year="2018" title="Effect of Educational Program on Elementary School Teachers’ Knowledge, Attitude, and Classroom Management Techniques Regards Attention Deficit Hyperactivity Disorder" volume="3" issue="3" journal="International Journal of Studies in Nursing" shortjournal="International Journal of Studies in Nursing" startpage="159" endpage="171" articlenum="" doi="10.20849/ijsn.v3i3.528"]