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
Challenging Gifted Children and the Phenomenon of AD/HD: A Qualitative Study of Teachers’ and Parents’ Perceptions in a Saudi Arabian Primary School
- Faisal Alamiri
- Michael Faulkner
Abstract
This study overviews the circumstances surrounding gifted children who manifest challenging behaviours at school, and where the explanatory use of the diagnostic descriptor, AD/HD, is invoked. Specifically, this qualitative research study in Saudi Arabia investigated the phenomenological and diagnostic confusion between giftedness and AD/HD. Three mainstream regular classroom teachers, one specialist teacher of gifted children, and the parents of three gifted children were interviewed. All participants’ perceptions focused on the behavioural dimensions of teacher-nominated gifted children at school and at home. In general, the results indicate that diagnostic confusions between giftedness and AD/HD were manifest, and teachers’ and parents’ perspectives differed. Some unanticipated and interesting data also emerged from the research. In discussion of the results, a number of themes relating to the misidentification of gifted children are discussed. Some educational implications for future research directions are offered.
Keywords
featured, gifted, jeddah, study, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Faisal Alamiri,Michael Faulkner," year="2010" title="Challenging Gifted Children and the Phenomenon of AD/HD: A Qualitative Study of Teachers’ and Parents’ Perceptions in a Saudi Arabian Primary School" volume="19" issue="1" journal="Australasian Journal of Gifted Education" shortjournal="Australasian Journal of Gifted Education" startpage="6" endpage="15" articlenum="" doi=""]Prevalence
Challenging Gifted Children and the Phenomenon of AD/HD: A Qualitative Study of Teachers’ and Parents’ Perceptions in a Saudi Arabian Primary School
- Faisal Alamiri
- Michael Faulkner
Abstract
This study overviews the circumstances surrounding gifted children who manifest challenging behaviours at school, and where the explanatory use of the diagnostic descriptor, AD/HD, is invoked. Specifically, this qualitative research study in Saudi Arabia investigated the phenomenological and diagnostic confusion between giftedness and AD/HD. Three mainstream regular classroom teachers, one specialist teacher of gifted children, and the parents of three gifted children were interviewed. All participants’ perceptions focused on the behavioural dimensions of teacher-nominated gifted children at school and at home. In general, the results indicate that diagnostic confusions between giftedness and AD/HD were manifest, and teachers’ and parents’ perspectives differed. Some unanticipated and interesting data also emerged from the research. In discussion of the results, a number of themes relating to the misidentification of gifted children are discussed. Some educational implications for future research directions are offered.
Keywords
featured, gifted, jeddah, study, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Faisal Alamiri,Michael Faulkner," year="2010" title="Challenging Gifted Children and the Phenomenon of AD/HD: A Qualitative Study of Teachers’ and Parents’ Perceptions in a Saudi Arabian Primary School" volume="19" issue="1" journal="Australasian Journal of Gifted Education" shortjournal="Australasian Journal of Gifted Education" startpage="6" endpage="15" articlenum="" doi=""]Awareness and Attitudes
Challenging Gifted Children and the Phenomenon of AD/HD: A Qualitative Study of Teachers’ and Parents’ Perceptions in a Saudi Arabian Primary School
- Faisal Alamiri
- Michael Faulkner
Abstract
This study overviews the circumstances surrounding gifted children who manifest challenging behaviours at school, and where the explanatory use of the diagnostic descriptor, AD/HD, is invoked. Specifically, this qualitative research study in Saudi Arabia investigated the phenomenological and diagnostic confusion between giftedness and AD/HD. Three mainstream regular classroom teachers, one specialist teacher of gifted children, and the parents of three gifted children were interviewed. All participants’ perceptions focused on the behavioural dimensions of teacher-nominated gifted children at school and at home. In general, the results indicate that diagnostic confusions between giftedness and AD/HD were manifest, and teachers’ and parents’ perspectives differed. Some unanticipated and interesting data also emerged from the research. In discussion of the results, a number of themes relating to the misidentification of gifted children are discussed. Some educational implications for future research directions are offered.
Keywords
featured, gifted, jeddah, study, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Faisal Alamiri,Michael Faulkner," year="2010" title="Challenging Gifted Children and the Phenomenon of AD/HD: A Qualitative Study of Teachers’ and Parents’ Perceptions in a Saudi Arabian Primary School" volume="19" issue="1" journal="Australasian Journal of Gifted Education" shortjournal="Australasian Journal of Gifted Education" startpage="6" endpage="15" articlenum="" doi=""]Diagnosis
Challenging Gifted Children and the Phenomenon of AD/HD: A Qualitative Study of Teachers’ and Parents’ Perceptions in a Saudi Arabian Primary School
- Faisal Alamiri
- Michael Faulkner
Abstract
This study overviews the circumstances surrounding gifted children who manifest challenging behaviours at school, and where the explanatory use of the diagnostic descriptor, AD/HD, is invoked. Specifically, this qualitative research study in Saudi Arabia investigated the phenomenological and diagnostic confusion between giftedness and AD/HD. Three mainstream regular classroom teachers, one specialist teacher of gifted children, and the parents of three gifted children were interviewed. All participants’ perceptions focused on the behavioural dimensions of teacher-nominated gifted children at school and at home. In general, the results indicate that diagnostic confusions between giftedness and AD/HD were manifest, and teachers’ and parents’ perspectives differed. Some unanticipated and interesting data also emerged from the research. In discussion of the results, a number of themes relating to the misidentification of gifted children are discussed. Some educational implications for future research directions are offered.
Keywords
featured, gifted, jeddah, study, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Faisal Alamiri,Michael Faulkner," year="2010" title="Challenging Gifted Children and the Phenomenon of AD/HD: A Qualitative Study of Teachers’ and Parents’ Perceptions in a Saudi Arabian Primary School" volume="19" issue="1" journal="Australasian Journal of Gifted Education" shortjournal="Australasian Journal of Gifted Education" startpage="6" endpage="15" articlenum="" doi=""]Language & Communication
Challenging Gifted Children and the Phenomenon of AD/HD: A Qualitative Study of Teachers’ and Parents’ Perceptions in a Saudi Arabian Primary School
- Faisal Alamiri
- Michael Faulkner
Abstract
This study overviews the circumstances surrounding gifted children who manifest challenging behaviours at school, and where the explanatory use of the diagnostic descriptor, AD/HD, is invoked. Specifically, this qualitative research study in Saudi Arabia investigated the phenomenological and diagnostic confusion between giftedness and AD/HD. Three mainstream regular classroom teachers, one specialist teacher of gifted children, and the parents of three gifted children were interviewed. All participants’ perceptions focused on the behavioural dimensions of teacher-nominated gifted children at school and at home. In general, the results indicate that diagnostic confusions between giftedness and AD/HD were manifest, and teachers’ and parents’ perspectives differed. Some unanticipated and interesting data also emerged from the research. In discussion of the results, a number of themes relating to the misidentification of gifted children are discussed. Some educational implications for future research directions are offered.