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 Teachers’ Knowledge and Beliefs about ADHD
- Mohaned Abed
- Susan Pearson
- Paula Clarke
- Mary Chambers
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is considered one of the most frequently diagnosed psychiatric childhood disorders. It affects 3-7% of school-aged children, interfering with their academic performance and social interactions. This study explored the knowledge and beliefs of teachers in Saudi Arabia about children with ADHD. The Knowledge about Attention Deficit Disorder Questionnaire (KADD-Q) was administered to a sample of teachers, followed by interviews with a subset of the total respondents. The results indicated that the teachers knew more about the characteristics of ADHD than they knew about its related causes and treatment. Overall, the findings indicated that these teachers had some knowledge about general characteristics of ADHD, but they had little understanding of causes and possible interventions. These results suggest an important need for more formal teacher training regarding all aspects of ADHD in school-age children.
Keywords
attitudes, awareness, featured, jeddah, study, teacherCitation
[research_citation style="APA" pubtype="journal" authors="Mohaned Abed,Susan Pearson,Paula Clarke,Mary Chambers," year="2014" title="Saudi Arabian Teachers’ Knowledge and Beliefs about ADHD" volume="15" issue="1" journal="Journal of the International Association of Special Education" shortjournal="JIASE" startpage="67" endpage="74" articlenum="" doi=""]Prevalence
Saudi Arabian Teachers’ Knowledge and Beliefs about ADHD
- Mohaned Abed
- Susan Pearson
- Paula Clarke
- Mary Chambers
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is considered one of the most frequently diagnosed psychiatric childhood disorders. It affects 3-7% of school-aged children, interfering with their academic performance and social interactions. This study explored the knowledge and beliefs of teachers in Saudi Arabia about children with ADHD. The Knowledge about Attention Deficit Disorder Questionnaire (KADD-Q) was administered to a sample of teachers, followed by interviews with a subset of the total respondents. The results indicated that the teachers knew more about the characteristics of ADHD than they knew about its related causes and treatment. Overall, the findings indicated that these teachers had some knowledge about general characteristics of ADHD, but they had little understanding of causes and possible interventions. These results suggest an important need for more formal teacher training regarding all aspects of ADHD in school-age children.
Keywords
attitudes, awareness, featured, jeddah, study, teacherCitation
[research_citation style="APA" pubtype="journal" authors="Mohaned Abed,Susan Pearson,Paula Clarke,Mary Chambers," year="2014" title="Saudi Arabian Teachers’ Knowledge and Beliefs about ADHD" volume="15" issue="1" journal="Journal of the International Association of Special Education" shortjournal="JIASE" startpage="67" endpage="74" articlenum="" doi=""]Awareness and Attitudes
Saudi Arabian Teachers’ Knowledge and Beliefs about ADHD
- Mohaned Abed
- Susan Pearson
- Paula Clarke
- Mary Chambers
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is considered one of the most frequently diagnosed psychiatric childhood disorders. It affects 3-7% of school-aged children, interfering with their academic performance and social interactions. This study explored the knowledge and beliefs of teachers in Saudi Arabia about children with ADHD. The Knowledge about Attention Deficit Disorder Questionnaire (KADD-Q) was administered to a sample of teachers, followed by interviews with a subset of the total respondents. The results indicated that the teachers knew more about the characteristics of ADHD than they knew about its related causes and treatment. Overall, the findings indicated that these teachers had some knowledge about general characteristics of ADHD, but they had little understanding of causes and possible interventions. These results suggest an important need for more formal teacher training regarding all aspects of ADHD in school-age children.
Keywords
attitudes, awareness, featured, jeddah, study, teacherCitation
[research_citation style="APA" pubtype="journal" authors="Mohaned Abed,Susan Pearson,Paula Clarke,Mary Chambers," year="2014" title="Saudi Arabian Teachers’ Knowledge and Beliefs about ADHD" volume="15" issue="1" journal="Journal of the International Association of Special Education" shortjournal="JIASE" startpage="67" endpage="74" articlenum="" doi=""]Diagnosis
Saudi Arabian Teachers’ Knowledge and Beliefs about ADHD
- Mohaned Abed
- Susan Pearson
- Paula Clarke
- Mary Chambers
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is considered one of the most frequently diagnosed psychiatric childhood disorders. It affects 3-7% of school-aged children, interfering with their academic performance and social interactions. This study explored the knowledge and beliefs of teachers in Saudi Arabia about children with ADHD. The Knowledge about Attention Deficit Disorder Questionnaire (KADD-Q) was administered to a sample of teachers, followed by interviews with a subset of the total respondents. The results indicated that the teachers knew more about the characteristics of ADHD than they knew about its related causes and treatment. Overall, the findings indicated that these teachers had some knowledge about general characteristics of ADHD, but they had little understanding of causes and possible interventions. These results suggest an important need for more formal teacher training regarding all aspects of ADHD in school-age children.
Keywords
attitudes, awareness, featured, jeddah, study, teacherCitation
[research_citation style="APA" pubtype="journal" authors="Mohaned Abed,Susan Pearson,Paula Clarke,Mary Chambers," year="2014" title="Saudi Arabian Teachers’ Knowledge and Beliefs about ADHD" volume="15" issue="1" journal="Journal of the International Association of Special Education" shortjournal="JIASE" startpage="67" endpage="74" articlenum="" doi=""]Language & Communication
Saudi Arabian Teachers’ Knowledge and Beliefs about ADHD
- Mohaned Abed
- Susan Pearson
- Paula Clarke
- Mary Chambers
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is considered one of the most frequently diagnosed psychiatric childhood disorders. It affects 3-7% of school-aged children, interfering with their academic performance and social interactions. This study explored the knowledge and beliefs of teachers in Saudi Arabia about children with ADHD. The Knowledge about Attention Deficit Disorder Questionnaire (KADD-Q) was administered to a sample of teachers, followed by interviews with a subset of the total respondents. The results indicated that the teachers knew more about the characteristics of ADHD than they knew about its related causes and treatment. Overall, the findings indicated that these teachers had some knowledge about general characteristics of ADHD, but they had little understanding of causes and possible interventions. These results suggest an important need for more formal teacher training regarding all aspects of ADHD in school-age children.