فهرست نشریات علمی دسترسی آزاد ایران

INTRODUCTION: Attention deficit hyperactivity disorder (ADHD) is a common disorder in childpsychiatry, which has a greater impact on the future life of the children affected in case of beinguntreated and undiagnosed. Given the undeniable role of teachers in improving this disorder andpreventing its destructive consequences on children, the present research has examined theknowledge, attitude, and practice of elementary school teachers regarding ADHD.MATERIALS AND METHODS: This was a descriptive, cross‑sectional study carried out in 2019.One hundred and twenty teachers were randomly selected as samples among public and privateschools in three districts of Isfahan. Data were collected by a self‑administrated questionnaireincluding demographic variables, knowledge, attitude, and practice of teachers regarding ADHDand were analyzed by descriptive and analytical statistics. The Spearman’s and Kendall’ correlationcoefficient, t‑test, and Kolmogorov–Smirnov test were employed, and P < 0.50 was consideredstatistically significant.RESULTS: The findings indicated that 65% of teachers had favorable knowledge toward ADHD, 50%of them had a favorable attitude, and 56% of their practice was desirable. The questionnaire showedthat only their knowledge about ADHD symptoms was desirable, but their knowledge about causeof the disorder and its treatment was not sufficient. There was an inverse relationship between theknowledge, attitude, and practice of teachers with age, and between education and having a child, asignificant direct relationship was discovered. Teachers of public schools compared to private schoolteachers had significantly better knowledge, attitude, and practice.CONCLUSION: Teachers’ knowledge, attitude, and practice regarding ADHD was relatively high.However, it is necessary to educate teachers about etiology and methods of treatment of this disorderand behavior management of these students, especially private school teachers who need moreeducation.