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
Teachers’ Knowledge and Misconceptions of Attention Deficit/Hyperactivity Disorder
- Keetam D.F. Alkahtani
Psychology
10.4236/psych.2013.412139Abstract
Teachers can play a key role in identifying and supporting students with Attention Deficit/Hyperactivity Disorder (ADHD). In order to fulfill this important role, it is imperative for teachers to have explicit knowledge about ADHD. The overall aim of this study is to investigate teachers" knowledge and misconceptions of ADHD. Four hundred and twenty-nine (429) teachers participated. The Knowledge of Attention Deficit Disorder Scale (KADDS) along with a demographic questionnaire was used as the survey instruments to collect data. Descriptive statistics and correlation test were used to analyze the data. Results indicated that teachers" knowledge of ADHD was insufficient. Teachers" level of knowledge of ADHD was positively related to their prior training and experience with ADHD (i.e., the number of ADHD courses taken in college or graduate level, and the number of workshops pertaining to ADHD). Teachers" level of knowledge of ADHD also correlated positively with their level of confidence in teaching a student with ADHD. In spite of a few limitations, the results of this study are valuable for identifying areas where there is a misperception or lack of knowledge among teachers.
Keywords
attitudes, featured, misconceptions, riyadh, study, teachers, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Keetam D.F. Alkahtani," year="2013" title="Teachers’ Knowledge and Misconceptions of Attention Deficit/Hyperactivity Disorder" volume="4" issue="12" journal="Psychology" shortjournal="Psychology" startpage="963" endpage="969" articlenum="" doi="10.4236/psych.2013.412139"]Link to this page: https://res.adhd.org.sa/doi/10.4236/psych.2013.412139
Prevalence
Teachers’ Knowledge and Misconceptions of Attention Deficit/Hyperactivity Disorder
- Keetam D.F. Alkahtani
Psychology
10.4236/psych.2013.412139Abstract
Teachers can play a key role in identifying and supporting students with Attention Deficit/Hyperactivity Disorder (ADHD). In order to fulfill this important role, it is imperative for teachers to have explicit knowledge about ADHD. The overall aim of this study is to investigate teachers" knowledge and misconceptions of ADHD. Four hundred and twenty-nine (429) teachers participated. The Knowledge of Attention Deficit Disorder Scale (KADDS) along with a demographic questionnaire was used as the survey instruments to collect data. Descriptive statistics and correlation test were used to analyze the data. Results indicated that teachers" knowledge of ADHD was insufficient. Teachers" level of knowledge of ADHD was positively related to their prior training and experience with ADHD (i.e., the number of ADHD courses taken in college or graduate level, and the number of workshops pertaining to ADHD). Teachers" level of knowledge of ADHD also correlated positively with their level of confidence in teaching a student with ADHD. In spite of a few limitations, the results of this study are valuable for identifying areas where there is a misperception or lack of knowledge among teachers.
Keywords
attitudes, featured, misconceptions, riyadh, study, teachers, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Keetam D.F. Alkahtani," year="2013" title="Teachers’ Knowledge and Misconceptions of Attention Deficit/Hyperactivity Disorder" volume="4" issue="12" journal="Psychology" shortjournal="Psychology" startpage="963" endpage="969" articlenum="" doi="10.4236/psych.2013.412139"]Link to this page: https://res.adhd.org.sa/doi/10.4236/psych.2013.412139
Awareness and Attitudes
Teachers’ Knowledge and Misconceptions of Attention Deficit/Hyperactivity Disorder
- Keetam D.F. Alkahtani
Psychology
10.4236/psych.2013.412139Abstract
Teachers can play a key role in identifying and supporting students with Attention Deficit/Hyperactivity Disorder (ADHD). In order to fulfill this important role, it is imperative for teachers to have explicit knowledge about ADHD. The overall aim of this study is to investigate teachers" knowledge and misconceptions of ADHD. Four hundred and twenty-nine (429) teachers participated. The Knowledge of Attention Deficit Disorder Scale (KADDS) along with a demographic questionnaire was used as the survey instruments to collect data. Descriptive statistics and correlation test were used to analyze the data. Results indicated that teachers" knowledge of ADHD was insufficient. Teachers" level of knowledge of ADHD was positively related to their prior training and experience with ADHD (i.e., the number of ADHD courses taken in college or graduate level, and the number of workshops pertaining to ADHD). Teachers" level of knowledge of ADHD also correlated positively with their level of confidence in teaching a student with ADHD. In spite of a few limitations, the results of this study are valuable for identifying areas where there is a misperception or lack of knowledge among teachers.
Keywords
attitudes, featured, misconceptions, riyadh, study, teachers, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Keetam D.F. Alkahtani," year="2013" title="Teachers’ Knowledge and Misconceptions of Attention Deficit/Hyperactivity Disorder" volume="4" issue="12" journal="Psychology" shortjournal="Psychology" startpage="963" endpage="969" articlenum="" doi="10.4236/psych.2013.412139"]Link to this page: https://res.adhd.org.sa/doi/10.4236/psych.2013.412139
Diagnosis
Teachers’ Knowledge and Misconceptions of Attention Deficit/Hyperactivity Disorder
- Keetam D.F. Alkahtani
Psychology
10.4236/psych.2013.412139Abstract
Teachers can play a key role in identifying and supporting students with Attention Deficit/Hyperactivity Disorder (ADHD). In order to fulfill this important role, it is imperative for teachers to have explicit knowledge about ADHD. The overall aim of this study is to investigate teachers" knowledge and misconceptions of ADHD. Four hundred and twenty-nine (429) teachers participated. The Knowledge of Attention Deficit Disorder Scale (KADDS) along with a demographic questionnaire was used as the survey instruments to collect data. Descriptive statistics and correlation test were used to analyze the data. Results indicated that teachers" knowledge of ADHD was insufficient. Teachers" level of knowledge of ADHD was positively related to their prior training and experience with ADHD (i.e., the number of ADHD courses taken in college or graduate level, and the number of workshops pertaining to ADHD). Teachers" level of knowledge of ADHD also correlated positively with their level of confidence in teaching a student with ADHD. In spite of a few limitations, the results of this study are valuable for identifying areas where there is a misperception or lack of knowledge among teachers.
Keywords
attitudes, featured, misconceptions, riyadh, study, teachers, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Keetam D.F. Alkahtani," year="2013" title="Teachers’ Knowledge and Misconceptions of Attention Deficit/Hyperactivity Disorder" volume="4" issue="12" journal="Psychology" shortjournal="Psychology" startpage="963" endpage="969" articlenum="" doi="10.4236/psych.2013.412139"]Link to this page: https://res.adhd.org.sa/doi/10.4236/psych.2013.412139
Language & Communication
Teachers’ Knowledge and Misconceptions of Attention Deficit/Hyperactivity Disorder
- Keetam D.F. Alkahtani
Psychology
10.4236/psych.2013.412139Abstract
Teachers can play a key role in identifying and supporting students with Attention Deficit/Hyperactivity Disorder (ADHD). In order to fulfill this important role, it is imperative for teachers to have explicit knowledge about ADHD. The overall aim of this study is to investigate teachers" knowledge and misconceptions of ADHD. Four hundred and twenty-nine (429) teachers participated. The Knowledge of Attention Deficit Disorder Scale (KADDS) along with a demographic questionnaire was used as the survey instruments to collect data. Descriptive statistics and correlation test were used to analyze the data. Results indicated that teachers" knowledge of ADHD was insufficient. Teachers" level of knowledge of ADHD was positively related to their prior training and experience with ADHD (i.e., the number of ADHD courses taken in college or graduate level, and the number of workshops pertaining to ADHD). Teachers" level of knowledge of ADHD also correlated positively with their level of confidence in teaching a student with ADHD. In spite of a few limitations, the results of this study are valuable for identifying areas where there is a misperception or lack of knowledge among teachers.
Keywords
attitudes, featured, misconceptions, riyadh, study, teachers, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Keetam D.F. Alkahtani," year="2013" title="Teachers’ Knowledge and Misconceptions of Attention Deficit/Hyperactivity Disorder" volume="4" issue="12" journal="Psychology" shortjournal="Psychology" startpage="963" endpage="969" articlenum="" doi="10.4236/psych.2013.412139"]Link to this page: https://res.adhd.org.sa/doi/10.4236/psych.2013.412139