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Original article
DOI: 10.1016/j.rcpeng.2018.06.005
Knowledge of ADHD among primary school teachers in public schools in Sabaneta, Antioquia, Colombia
Conocimientos sobre TDAH de los docentes de primaria de colegios públicos de Sabaneta, Antioquia
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Alessandra Miranda Padilla
Corresponding author
, Daniela Barrios Cuartas, Luisa F. Duque Henao, Edinson A. Burgos Arroyo, Jorge E. Salazar Flórez
Fundación Universitaria San Martín, Sede Sabaneta, Antioquia, Colombia
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Table 1. Sociodemographic and training characteristics of teachers in the public schools of Sabaneta, as of June 2016 (n=62).
Table 2. Percentage of answers given by teachers in the public schools of Sabaneta in June 2016, grouped by subscales.
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Abstract
Objectives

The aim of this research is to describe the knowledge of attention deficit hyperactivity disorder among primary school teachers through interviews concerning general information, symptoms/diagnosis and treatment, in addition to perceived self-efficacy.

Methods

A cross-sectional, descriptive, population-based study was carried out, involving 62 teachers from public schools in the municipality of Sabaneta. The teachers were evaluated by the Spanish adaptation of the Knowledge of Attention Deficit Disorders Scale, a 36-item estimation scale with three response options (true, false and don’t know).

Results

Teachers correctly answered just under half of all the items in the questionnaire (48.52%). Specifically, the most correct answers were on the symptoms/diagnosis subscale (69.35%), followed by the treatment subscale (45.30%) and finally the general information subscale (38.60%).

Conclusions

The data obtained underlines the need for initiatives to be implemented in this area to ensure that it is reflected in new teaching techniques that facilitate the learning and development of children who suffer from the disorder.

Keywords:
ADHD
Faculty
Knowledge
Resumen
Objetivos

La presente investigación tiene como propósito describir los conocimientos de los docentes de básica primaria sobre el trastorno por déficit de atención e hiperactividad (TDAH), mediante entrevistas sobre información general, síntomas/diagnóstico y tratamiento, además de la autoeficiencia percibida.

Métodos

Se realizó un estudio descriptivo transversal de tipo poblacional, en el que participaron 62 docentes de colegios públicos del municipio de Sabaneta. Los maestros fueron evaluados mediante la adaptación española de la Knowledge of Attention Deficit Hyperactivity Disorder (KADDS), una escala de estimación compuesta por 36 ítems de 3 alternativas de respuesta (verdadero, falso y no sé).

Resultados

Los docentes contestaron correctamente a poco menos de la mitad de todos los ítems del cuestionario (48,52%). En concreto, fue en la subescala de síntomas/diagnóstico en la que tuvieron más aciertos, con un 69,35%, seguida de la subescala de tratamiento (45,30%) y, finalmente, la de información general (38,60%).

Conclusiones

Según los datos obtenidos, se ratifica la necesidad de realizar intervenciones en este tema, para que esto se vea reflejado en nuevas técnicas de enseñanza que faciliten el aprendizaje y el desarrollo de los niños que padecen el trastorno.

Palabras clave:
TDAH
Docentes
Conocimientos

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