Conocimientos, concepciones erróneas y lagunas de los docentes españoles/italianos y estudiantes acerca del trastorno por déficit de atención e hiperactividad

  1. Nuria Martínez Boix
  2. Joshua Collado Valero
  3. Orts Roche, Arancha Orts Roche, Arancha
  4. María Redondo Navarro
  5. Sergio García Fernández
  6. Manuel Torrecillas Martínez
  7. Ignasi Navarro Soria
Journal:
Revista de Discapacidad, Clínica y Neurociencias: (RDCN)

ISSN: 2341-2526

Year of publication: 2023

Volume: 10

Issue: 1

Pages: 13-24

Type: Article

DIALNET GOOGLE SCHOLAR lock_openRUA editor

More publications in: Revista de Discapacidad, Clínica y Neurociencias: (RDCN)

Abstract

This study aimed to examine the knowledge (correct answers), misconceptions (errors), and gaps (I don't know) about Attention Deficit Hyperactivity Disorder (ADHD) among Spanish and Italian teachers and students in three specific areas: general information, symptoms, and treatment. The KADDS (Knowledge of Attention Deficit Hyperactivity Disorder) questionnaire was used, completed by a total of 58 Spanish and Italian teachers and 53 students. The KADDS results for teachers showed a percentage of correct answers of 47.3%, 39.2% for errors, and 13.2% for gaps. For students, the percentages were 56.6%, 26.6%, and 16.8% respectively. Differences were observed between Spanish and Italian teachers. In terms of the percentage of correct answers, Spanish teachers scored lower in all three areas compared to Italian teachers: general information (54.5% vs. 78.4%), symptoms (63.2% vs. 77%), and treatment (50.1% vs. 72.7%). Additionally, it was observed that teachers with specific training in special education scored better in all three areas. Due to the high prevalence of ADHD and the potential lack of knowledge regarding its diagnosis, management, and treatment, it would be recommended to provide teachers with more training.

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