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Öğretmenlerin Dikkat Eksikliği ve Hiperaktivite Bozukluğunu Tanıma Yeterlilikleri

Year 2024, Volume: 8 Issue: 1, 1 - 28, 24.07.2024

Abstract

ÖZ
Bu çalışmada çeşitli branşlarda görev yapan öğretmenlerin Dikkat Eksikliği ve Hiperaktivite Bozukluğunu (DEHB) tanıma yeterlilikleri incelenmiştir. Araştırmaya ait katılımcılardan bilgi toplamak amaçlı “Dikkat Eksikliği ve Hiperaktivite Bozukluğu Tanıma Yeterlilik Ölçeği” ve katılımcılara kişisel bilgi formu uygulanmıştır. Uygulama için bu ölçek formları, Türkiye’de görev yapan branş öğretmenlerinden 81 ilde görev yapan 314 sınıf öğretmeni, 250 okul öncesi öğretmeni, 213 özel eğitim öğretmeni ve 702 psikolojik danışman olmak üzere toplamda 1479 gönüllü öğretmene uygulanmıştır. Verilerin istatistiksel analizi yapılırken t testi ve ANOVA testi kullanılmıştır. Yapılan araştırma sonucunda DEHB tanıma yeterlilik puanlarının ortalamalarının cinsiyet, mesleki kıdem yılı, medeni durum ve görev yapılan il değişkenine göre istatistiksel olarak anlamlı bir farklılık göstermediği bulunmuştur. Araştırma, branş, eğitim düzeyleri, DEHB konusunda eğitim alma durumu, DEHB tanılı öğrencisi olup olmama, DEHB tanılı bir tanıdığa sahip olma, görev yapılan kurum ve DEHB ile ilgili kitap ya da makale okuma gibi değişkenlere göre DEHB tanıma yeterlilik puanlarında istatistiksel olarak anlamlı farklılıklar olduğunu ortaya koymuştur.

References

  • American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th text revision ed.).
  • Anderson, D. L., Watt, S. E., Noble, W., & Shanley, D. C. (2012). Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD: The role of teaching experience. Psychology in the Schools, 49(6), 511-525. https://doi.org/10.1002/pits.21617
  • Barkley, R. A. (1995). Taking charge of ADHD: The complete, authoritative guide for parents. Guildford.
  • Bhatia, M. S., Nigam, V. R., Bohra, N., & Malik, S. C. (1991). Attention deficit disorder with hyperactivity among paediatric outpatients. Journal of Child Psychology and Psychiatry, 32, 297. https://doi.org/10.1111/j.1469-7610.1991.tb00308.x
  • Blanco, P. J., & Ray, D. C. (2011). Play therapy in elementary schools: A best practice for improving academic achievement. Journal of Counseling and Development, 89(2), 235-243. https://doi.org/10.1002/j.1556-6678.2011.tb00083.x
  • Brook, U., Watemberg, N., & Geva, D. (2000). Attitude and knowledge of attention deficit hyperactivity disorder and learning disability among high school teachers. Patient Education and Counseling, 40(3), 247-252. https://doi.org/10.1016/S0738-3991(99)00080-4
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadenız, Ş., Demirel, F. (2008). Bilimsel araştırma yöntemleri. Pegem Akademi
  • Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi (3. Baskı). Pegem Yayıncılık.
  • Cohen, L. & Manion, L. (1994). Research methods in education (Fourth edition). Routledge.
  • Cueli M., Areces D., Rodríguez C., Cabaleiro P., González-Castro P. (2022). Differences between Spanish students’ and teaching professionals’ knowledge of and attitudes toward ADHD-Does knowledge influence attitude?. Psychology in the Schools, 59(2), 242-259. https://doi.org/10.1002/pits.22605
  • Dort M., Strelow A. E., Schwinger M., Christiansen H. (2020). Working with children with ADHD-A latent profile analysis of teachers’ and psychotherapists’ attitudes. Sustainability, 12, 9691. https://doi.org/10.3390/su12229691
  • DuPaul, G. J., & Stoner, G. D. (2003). ADHD in the schools: Assessment and intervention strategies (2nd ed.). Guilford Press.
  • Eapen, V., Mabrouk, A. A., Zoubeidi, T., Sabri, S., Yousef, S., Al-Ketbi, J., Al-Kyomi, T., & Jakka, M. E. (2009). Epidemiological study of attention deficit hyperactivity disorder among school children in the United Arab Emirates. Journal of Medical Sciences, 2(3), 119-127. https://doi.org/10.2174/1996327000902030119
  • Eisenberg, D., & Schneider, H. (2007). Perceptions of academic skills of children diagnosed with ADHD. Journal of Attention Disorders, 10, 390-397. https://doi.org/10.1177/1087054706292105
  • Flavian H., Uziely E. (2022). Determinants of teachers’ attitudes toward inclusion of pupils with attention deficit hyperactivity disorder: The role of teacher education. Frontiers in Education, 7, 1-9. https://doi.org/10.3389/feduc.2022.941699
  • Ghanizadeh, A., Bahredar, M. J., & Moeini, S. R. (2006). Knowledge and attitudes towards attention deficit hyperactivity disorder among elementary school teachers. Patient Education and Counseling, 63(1-2), 84. https://doi.org/10.1016/j.pec.2005.09.002
  • Goldstein, S. (1996). Attention deficit hyperactivity disorder in adults: What we know, think we know, and need to know. 16th Annual National Academy of Neuropsychology, New Orleans, LA.
  • Havey, J. M., Olson, J. M., McCormick, C., & Cates, G. L. (2005). Teachers' perceptions of the incidence and management of attention-deficit hyperactivity disorder. Applied Neuropsychology. 12(2), 120-127. https://doi.org/10.1207/s15324826an1202_7
  • Jerome, L., Gordon, M., & Hustler, P. (1994). A comparison of American and Canadian teachers’ knowledge and attitudes towards Attention Deficit Hyperactivity Disorder (ADHD). The Canadian Journal of Psychiatry/La Revue Canadienne de Psychiatrie, 39(9), 563–567. https://doi.org/10.1177/070674379403900909
  • Kos, J. M., Richdale, A. L., & Hay, D. A. (2006). Children with attention deficit hyperactivity disorder and their teachers: A review of the literature. International Journal of Disability, Development and Education, 53(2), 147-160. https://doi.org/10.1080/10349120600716125
  • Lam, A. K., & Ho, T. (2010). Early adolescent outcome of attention-deficit hyperactivity disorder in a Chinese population: 5-year follow-up study. Hong Kong Medical Journal, 16, 257-264.
  • Moffitt, T., & Melchior, M. (2007). Why does the worldwide prevalence of childhood attention deficit hyperactivity disorder matter? American Journal of Psychiatry, 164(6), 856–858.
  • Mulholland, S., Cumming, T. M., & Lee, J. (2023). Accurately assessing teacher adhd-specific attitudes using the scale for ADHD-specific attitudes. Journal of Attention Disorders, 27(5), 554-568. https://doi.org/10.1177/10870547231153938
  • Murray, D. W., S. G. Brooke, K. G. Molina, P. Houck, A. Greiner, D. Fong, J. Swanson, et al. (2014). Prevalence and characteristics of school services for high school students with Attention-Deficit/Hyperactivity Disorder. School Mental Health, 6(4), 264-278. https://doi.org/10.1007/s12310-014-9128-6
  • Ohan, J. L., Visser, T. A., Strain, M. C., & Allen, L. (2011). Teachers’ and education students’ perceptions of and reactions to children with and without the diagnostic label “ADHD.” Journal of School Psychology, 49(1), 81-105. https://doi.org/10.1016/j.jsp.2010.10.001
  • Sciutto, M. J., Terjesen, M. D., & Frank, A. S. B. (2000). Teachers’ knowledge and misperceptions of attention-deficit/hyperactivity disorder. Psychology in the Schools, 37(2), 115-122.
  • Sherman, J., Rasmussen, C., & Baydala, L. (2008). The impact of teacher factors on achievement and behavioral outcomes of children with attention deficit/hyperactivity disorder (ADHD): A review of the literature. Educational Research, 50(4), 347-360. https://doi.org/10.1080/00131880802499803
  • van Aalderen-Smeets S. I., Walma van der Molen J. H., Asma L. J. F. (2012). Primary teachers’ attitudes toward science: A new theoretical framework. Bioscience Education, 96, 158-182. https://doi.org/10.1002/sce.20467
  • Ward, R. J., Bristow, S. J., Kovshoff, H., Cortese, S., & Kreppner, J. (2022). The effects of ADHD teacher training programs on teachers and pupils: A systematic review and meta-analysis. Journal of Attention Disorders, 26(2), 225-244. https://doi.org/10.1177/1087054720972801
  • Weyandt, L. L., Fulton, K. M., Schepman, S. B., Verdi, G. R., & Wilson, K. G. (2009). Assessment of teacher and school psychologist knowledge of Attention-Deficit/Hyperactivity Disorder. Psychology in the Schools, 46(10), 951-961. https://doi.org/10.1002/pits.20436

Teachers’ Competencies in Recognizing Attention Deficit and Hyperactivity Disorder

Year 2024, Volume: 8 Issue: 1, 1 - 28, 24.07.2024

Abstract

This study investigated the proficiency of teachers working in different sectors to recognize Attention Deficit and Hyperactivity Disorder (ADHD). In order to collect information from the participants of the study, the “Attention Deficit and Hyperactivity Disorder Recognition Competence Scale” and a personal information form were applied to the participants. These scale forms were administered to a total of 1479 volunteer teachers, including 314 classroom teachers, 250 preschool teachers, 213 special education teachers, and 702 psychological counselors among the branch teachers working in 81 provinces of Turkey. The t-test and ANOVA test were used for the statistical analysis of the data. As a result of the research, it was found that there was no statistically significant difference in the mean scores of ADHD recognition skills according to gender, years of professional experience, marital status, and the province in which they worked. The research shows that there are statistically significant differences in ADHD recognition proficiency scores according to variables such as industry, education level, having received training on ADHD, having a student diagnosed with ADHD, having an acquaintance diagnosed with ADHD, the institution where they work, and having read books or articles about ADHD.

References

  • American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th text revision ed.).
  • Anderson, D. L., Watt, S. E., Noble, W., & Shanley, D. C. (2012). Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD: The role of teaching experience. Psychology in the Schools, 49(6), 511-525. https://doi.org/10.1002/pits.21617
  • Barkley, R. A. (1995). Taking charge of ADHD: The complete, authoritative guide for parents. Guildford.
  • Bhatia, M. S., Nigam, V. R., Bohra, N., & Malik, S. C. (1991). Attention deficit disorder with hyperactivity among paediatric outpatients. Journal of Child Psychology and Psychiatry, 32, 297. https://doi.org/10.1111/j.1469-7610.1991.tb00308.x
  • Blanco, P. J., & Ray, D. C. (2011). Play therapy in elementary schools: A best practice for improving academic achievement. Journal of Counseling and Development, 89(2), 235-243. https://doi.org/10.1002/j.1556-6678.2011.tb00083.x
  • Brook, U., Watemberg, N., & Geva, D. (2000). Attitude and knowledge of attention deficit hyperactivity disorder and learning disability among high school teachers. Patient Education and Counseling, 40(3), 247-252. https://doi.org/10.1016/S0738-3991(99)00080-4
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadenız, Ş., Demirel, F. (2008). Bilimsel araştırma yöntemleri. Pegem Akademi
  • Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi (3. Baskı). Pegem Yayıncılık.
  • Cohen, L. & Manion, L. (1994). Research methods in education (Fourth edition). Routledge.
  • Cueli M., Areces D., Rodríguez C., Cabaleiro P., González-Castro P. (2022). Differences between Spanish students’ and teaching professionals’ knowledge of and attitudes toward ADHD-Does knowledge influence attitude?. Psychology in the Schools, 59(2), 242-259. https://doi.org/10.1002/pits.22605
  • Dort M., Strelow A. E., Schwinger M., Christiansen H. (2020). Working with children with ADHD-A latent profile analysis of teachers’ and psychotherapists’ attitudes. Sustainability, 12, 9691. https://doi.org/10.3390/su12229691
  • DuPaul, G. J., & Stoner, G. D. (2003). ADHD in the schools: Assessment and intervention strategies (2nd ed.). Guilford Press.
  • Eapen, V., Mabrouk, A. A., Zoubeidi, T., Sabri, S., Yousef, S., Al-Ketbi, J., Al-Kyomi, T., & Jakka, M. E. (2009). Epidemiological study of attention deficit hyperactivity disorder among school children in the United Arab Emirates. Journal of Medical Sciences, 2(3), 119-127. https://doi.org/10.2174/1996327000902030119
  • Eisenberg, D., & Schneider, H. (2007). Perceptions of academic skills of children diagnosed with ADHD. Journal of Attention Disorders, 10, 390-397. https://doi.org/10.1177/1087054706292105
  • Flavian H., Uziely E. (2022). Determinants of teachers’ attitudes toward inclusion of pupils with attention deficit hyperactivity disorder: The role of teacher education. Frontiers in Education, 7, 1-9. https://doi.org/10.3389/feduc.2022.941699
  • Ghanizadeh, A., Bahredar, M. J., & Moeini, S. R. (2006). Knowledge and attitudes towards attention deficit hyperactivity disorder among elementary school teachers. Patient Education and Counseling, 63(1-2), 84. https://doi.org/10.1016/j.pec.2005.09.002
  • Goldstein, S. (1996). Attention deficit hyperactivity disorder in adults: What we know, think we know, and need to know. 16th Annual National Academy of Neuropsychology, New Orleans, LA.
  • Havey, J. M., Olson, J. M., McCormick, C., & Cates, G. L. (2005). Teachers' perceptions of the incidence and management of attention-deficit hyperactivity disorder. Applied Neuropsychology. 12(2), 120-127. https://doi.org/10.1207/s15324826an1202_7
  • Jerome, L., Gordon, M., & Hustler, P. (1994). A comparison of American and Canadian teachers’ knowledge and attitudes towards Attention Deficit Hyperactivity Disorder (ADHD). The Canadian Journal of Psychiatry/La Revue Canadienne de Psychiatrie, 39(9), 563–567. https://doi.org/10.1177/070674379403900909
  • Kos, J. M., Richdale, A. L., & Hay, D. A. (2006). Children with attention deficit hyperactivity disorder and their teachers: A review of the literature. International Journal of Disability, Development and Education, 53(2), 147-160. https://doi.org/10.1080/10349120600716125
  • Lam, A. K., & Ho, T. (2010). Early adolescent outcome of attention-deficit hyperactivity disorder in a Chinese population: 5-year follow-up study. Hong Kong Medical Journal, 16, 257-264.
  • Moffitt, T., & Melchior, M. (2007). Why does the worldwide prevalence of childhood attention deficit hyperactivity disorder matter? American Journal of Psychiatry, 164(6), 856–858.
  • Mulholland, S., Cumming, T. M., & Lee, J. (2023). Accurately assessing teacher adhd-specific attitudes using the scale for ADHD-specific attitudes. Journal of Attention Disorders, 27(5), 554-568. https://doi.org/10.1177/10870547231153938
  • Murray, D. W., S. G. Brooke, K. G. Molina, P. Houck, A. Greiner, D. Fong, J. Swanson, et al. (2014). Prevalence and characteristics of school services for high school students with Attention-Deficit/Hyperactivity Disorder. School Mental Health, 6(4), 264-278. https://doi.org/10.1007/s12310-014-9128-6
  • Ohan, J. L., Visser, T. A., Strain, M. C., & Allen, L. (2011). Teachers’ and education students’ perceptions of and reactions to children with and without the diagnostic label “ADHD.” Journal of School Psychology, 49(1), 81-105. https://doi.org/10.1016/j.jsp.2010.10.001
  • Sciutto, M. J., Terjesen, M. D., & Frank, A. S. B. (2000). Teachers’ knowledge and misperceptions of attention-deficit/hyperactivity disorder. Psychology in the Schools, 37(2), 115-122.
  • Sherman, J., Rasmussen, C., & Baydala, L. (2008). The impact of teacher factors on achievement and behavioral outcomes of children with attention deficit/hyperactivity disorder (ADHD): A review of the literature. Educational Research, 50(4), 347-360. https://doi.org/10.1080/00131880802499803
  • van Aalderen-Smeets S. I., Walma van der Molen J. H., Asma L. J. F. (2012). Primary teachers’ attitudes toward science: A new theoretical framework. Bioscience Education, 96, 158-182. https://doi.org/10.1002/sce.20467
  • Ward, R. J., Bristow, S. J., Kovshoff, H., Cortese, S., & Kreppner, J. (2022). The effects of ADHD teacher training programs on teachers and pupils: A systematic review and meta-analysis. Journal of Attention Disorders, 26(2), 225-244. https://doi.org/10.1177/1087054720972801
  • Weyandt, L. L., Fulton, K. M., Schepman, S. B., Verdi, G. R., & Wilson, K. G. (2009). Assessment of teacher and school psychologist knowledge of Attention-Deficit/Hyperactivity Disorder. Psychology in the Schools, 46(10), 951-961. https://doi.org/10.1002/pits.20436
There are 30 citations in total.

Details

Primary Language Turkish
Subjects Measurement and Evaluation in Education (Other)
Journal Section Eğitim Bilimleri
Authors

Mehmet Biçer 0009-0008-1043-6939

Bayram Çetin 0000-0001-5321-8028

Publication Date July 24, 2024
Submission Date January 7, 2024
Acceptance Date February 17, 2024
Published in Issue Year 2024 Volume: 8 Issue: 1

Cite

APA Biçer, M., & Çetin, B. (2024). Öğretmenlerin Dikkat Eksikliği ve Hiperaktivite Bozukluğunu Tanıma Yeterlilikleri. Gaziantep Üniversitesi Eğitim Bilimleri Dergisi, 8(1), 1-28.