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
Knowledge and Attitude of Female Teachers Toward ADHD at Elementary Schools, Jeddah, KSA, 2017
- Manal Basudan
- Naeema Akbar
- Waled El-Ghamdi
- Adel Ibrahim
Abstract
Background: Attention deficit hyperactivity disorder (ADHD) is one of the most common psychiatry disorders in children, it has negative impact on the academic, familial and social functioning of the child. The recent advances in its treatment calls for social intervention including school-based activities, which necessitates knowledgeable teachers.
Aim: The main aim of this study is to explore the level of knowledge and attitude of the school teachers of female primary schools in Jeddah about ADHD.
Subjects and methods: Through a cross sectional design, 376 school teachers were selected by multistage sampling from female primary schools in Jeddah, they were invited to fill a predesigned valid questionnaire reflecting their knowledge and attitude towards ADHD. SPSS ver 21 was used for data entry and statistical analysis which included descriptive as well as analytic analysis using Chi square test. P value<0.05 was considered an indication for significance.
Results: Almost one half of the teachers (47.6%) aged between 40-49 years, who were mostly married (81.1%) and having children (84.3%). Out of them, 8.2% reported that they have ADHD child. Although that more than one half of the teachers (54.3%) thought that they had knowledge about ADHD, the true knowledge test questions revealed a much lower percentage (24.5%) who showed good knowledge about ADHD. Only older teachers had significant better knowledge. More than one half of the teachers (57.2%) perceive that the first step in the management policy when suspecting ADHD is the referral of the child to advisor and asking for attendance of the parents.
Conclusion and recommendations: Most of the teachers have insufficient level of knowledge about ADHD. There is a tangible need for training programs provided to the teachers about early recognition and policy of care of ADHD children.
Keywords
attitudes, awareness, elementary school, featured, girls school, knowledge, teachersCitation
[research_citation style="APA" pubtype="journal" authors="Manal Basudan,Naeema Akbar,Waled El-Ghamdi,Adel Ibrahim," year="2019" title="Knowledge and Attitude of Female Teachers Toward ADHD at Elementary Schools, Jeddah, KSA, 2017" volume="3" issue="1" journal="International Annals of Medicine" shortjournal="International Annals of Medicine" startpage="" endpage="" articlenum="" doi="10.24087/IAM.2019.3.1.693"]Prevalence
Knowledge and Attitude of Female Teachers Toward ADHD at Elementary Schools, Jeddah, KSA, 2017
- Manal Basudan
- Naeema Akbar
- Waled El-Ghamdi
- Adel Ibrahim
Abstract
Background: Attention deficit hyperactivity disorder (ADHD) is one of the most common psychiatry disorders in children, it has negative impact on the academic, familial and social functioning of the child. The recent advances in its treatment calls for social intervention including school-based activities, which necessitates knowledgeable teachers.
Aim: The main aim of this study is to explore the level of knowledge and attitude of the school teachers of female primary schools in Jeddah about ADHD.
Subjects and methods: Through a cross sectional design, 376 school teachers were selected by multistage sampling from female primary schools in Jeddah, they were invited to fill a predesigned valid questionnaire reflecting their knowledge and attitude towards ADHD. SPSS ver 21 was used for data entry and statistical analysis which included descriptive as well as analytic analysis using Chi square test. P value<0.05 was considered an indication for significance.
Results: Almost one half of the teachers (47.6%) aged between 40-49 years, who were mostly married (81.1%) and having children (84.3%). Out of them, 8.2% reported that they have ADHD child. Although that more than one half of the teachers (54.3%) thought that they had knowledge about ADHD, the true knowledge test questions revealed a much lower percentage (24.5%) who showed good knowledge about ADHD. Only older teachers had significant better knowledge. More than one half of the teachers (57.2%) perceive that the first step in the management policy when suspecting ADHD is the referral of the child to advisor and asking for attendance of the parents.
Conclusion and recommendations: Most of the teachers have insufficient level of knowledge about ADHD. There is a tangible need for training programs provided to the teachers about early recognition and policy of care of ADHD children.
Keywords
attitudes, awareness, elementary school, featured, girls school, knowledge, teachersCitation
[research_citation style="APA" pubtype="journal" authors="Manal Basudan,Naeema Akbar,Waled El-Ghamdi,Adel Ibrahim," year="2019" title="Knowledge and Attitude of Female Teachers Toward ADHD at Elementary Schools, Jeddah, KSA, 2017" volume="3" issue="1" journal="International Annals of Medicine" shortjournal="International Annals of Medicine" startpage="" endpage="" articlenum="" doi="10.24087/IAM.2019.3.1.693"]Awareness and Attitudes
Knowledge and Attitude of Female Teachers Toward ADHD at Elementary Schools, Jeddah, KSA, 2017
- Manal Basudan
- Naeema Akbar
- Waled El-Ghamdi
- Adel Ibrahim
Abstract
Background: Attention deficit hyperactivity disorder (ADHD) is one of the most common psychiatry disorders in children, it has negative impact on the academic, familial and social functioning of the child. The recent advances in its treatment calls for social intervention including school-based activities, which necessitates knowledgeable teachers.
Aim: The main aim of this study is to explore the level of knowledge and attitude of the school teachers of female primary schools in Jeddah about ADHD.
Subjects and methods: Through a cross sectional design, 376 school teachers were selected by multistage sampling from female primary schools in Jeddah, they were invited to fill a predesigned valid questionnaire reflecting their knowledge and attitude towards ADHD. SPSS ver 21 was used for data entry and statistical analysis which included descriptive as well as analytic analysis using Chi square test. P value<0.05 was considered an indication for significance.
Results: Almost one half of the teachers (47.6%) aged between 40-49 years, who were mostly married (81.1%) and having children (84.3%). Out of them, 8.2% reported that they have ADHD child. Although that more than one half of the teachers (54.3%) thought that they had knowledge about ADHD, the true knowledge test questions revealed a much lower percentage (24.5%) who showed good knowledge about ADHD. Only older teachers had significant better knowledge. More than one half of the teachers (57.2%) perceive that the first step in the management policy when suspecting ADHD is the referral of the child to advisor and asking for attendance of the parents.
Conclusion and recommendations: Most of the teachers have insufficient level of knowledge about ADHD. There is a tangible need for training programs provided to the teachers about early recognition and policy of care of ADHD children.
Keywords
attitudes, awareness, elementary school, featured, girls school, knowledge, teachersCitation
[research_citation style="APA" pubtype="journal" authors="Manal Basudan,Naeema Akbar,Waled El-Ghamdi,Adel Ibrahim," year="2019" title="Knowledge and Attitude of Female Teachers Toward ADHD at Elementary Schools, Jeddah, KSA, 2017" volume="3" issue="1" journal="International Annals of Medicine" shortjournal="International Annals of Medicine" startpage="" endpage="" articlenum="" doi="10.24087/IAM.2019.3.1.693"]Diagnosis
Knowledge and Attitude of Female Teachers Toward ADHD at Elementary Schools, Jeddah, KSA, 2017
- Manal Basudan
- Naeema Akbar
- Waled El-Ghamdi
- Adel Ibrahim
Abstract
Background: Attention deficit hyperactivity disorder (ADHD) is one of the most common psychiatry disorders in children, it has negative impact on the academic, familial and social functioning of the child. The recent advances in its treatment calls for social intervention including school-based activities, which necessitates knowledgeable teachers.
Aim: The main aim of this study is to explore the level of knowledge and attitude of the school teachers of female primary schools in Jeddah about ADHD.
Subjects and methods: Through a cross sectional design, 376 school teachers were selected by multistage sampling from female primary schools in Jeddah, they were invited to fill a predesigned valid questionnaire reflecting their knowledge and attitude towards ADHD. SPSS ver 21 was used for data entry and statistical analysis which included descriptive as well as analytic analysis using Chi square test. P value<0.05 was considered an indication for significance.
Results: Almost one half of the teachers (47.6%) aged between 40-49 years, who were mostly married (81.1%) and having children (84.3%). Out of them, 8.2% reported that they have ADHD child. Although that more than one half of the teachers (54.3%) thought that they had knowledge about ADHD, the true knowledge test questions revealed a much lower percentage (24.5%) who showed good knowledge about ADHD. Only older teachers had significant better knowledge. More than one half of the teachers (57.2%) perceive that the first step in the management policy when suspecting ADHD is the referral of the child to advisor and asking for attendance of the parents.
Conclusion and recommendations: Most of the teachers have insufficient level of knowledge about ADHD. There is a tangible need for training programs provided to the teachers about early recognition and policy of care of ADHD children.
Keywords
attitudes, awareness, elementary school, featured, girls school, knowledge, teachersCitation
[research_citation style="APA" pubtype="journal" authors="Manal Basudan,Naeema Akbar,Waled El-Ghamdi,Adel Ibrahim," year="2019" title="Knowledge and Attitude of Female Teachers Toward ADHD at Elementary Schools, Jeddah, KSA, 2017" volume="3" issue="1" journal="International Annals of Medicine" shortjournal="International Annals of Medicine" startpage="" endpage="" articlenum="" doi="10.24087/IAM.2019.3.1.693"]Language & Communication
Knowledge and Attitude of Female Teachers Toward ADHD at Elementary Schools, Jeddah, KSA, 2017
- Manal Basudan
- Naeema Akbar
- Waled El-Ghamdi
- Adel Ibrahim
Abstract
Background: Attention deficit hyperactivity disorder (ADHD) is one of the most common psychiatry disorders in children, it has negative impact on the academic, familial and social functioning of the child. The recent advances in its treatment calls for social intervention including school-based activities, which necessitates knowledgeable teachers.
Aim: The main aim of this study is to explore the level of knowledge and attitude of the school teachers of female primary schools in Jeddah about ADHD.
Subjects and methods: Through a cross sectional design, 376 school teachers were selected by multistage sampling from female primary schools in Jeddah, they were invited to fill a predesigned valid questionnaire reflecting their knowledge and attitude towards ADHD. SPSS ver 21 was used for data entry and statistical analysis which included descriptive as well as analytic analysis using Chi square test. P value<0.05 was considered an indication for significance.
Results: Almost one half of the teachers (47.6%) aged between 40-49 years, who were mostly married (81.1%) and having children (84.3%). Out of them, 8.2% reported that they have ADHD child. Although that more than one half of the teachers (54.3%) thought that they had knowledge about ADHD, the true knowledge test questions revealed a much lower percentage (24.5%) who showed good knowledge about ADHD. Only older teachers had significant better knowledge. More than one half of the teachers (57.2%) perceive that the first step in the management policy when suspecting ADHD is the referral of the child to advisor and asking for attendance of the parents.
Conclusion and recommendations: Most of the teachers have insufficient level of knowledge about ADHD. There is a tangible need for training programs provided to the teachers about early recognition and policy of care of ADHD children.