Hostname: page-component-586b7cd67f-vdxz6 Total loading time: 0 Render date: 2024-11-22T14:19:27.807Z Has data issue: false hasContentIssue false
  • English
  • Français

Measuring Teachers’ Knowledge of Attention Deficit Hyperactivity Disorder: the MAE-TDAH Questionnaire

Published online by Cambridge University Press:  28 October 2014

Marian Soroa ,
Nekane Balluerka  and
Arantxa Gorostiaga
Marian Soroa*
Affiliation:
Universidad del País Vasco UPV/EHU (Spain)
Nekane Balluerka
Affiliation:
Universidad del País Vasco UPV/EHU (Spain)
Arantxa Gorostiaga
Affiliation:
Universidad del País Vasco UPV/EHU (Spain)
*
*Correspondence concerning this article should be addressed to Marian Soroa. Departamento de Psicología Evolutiva y de la Educación. Escuela de Magisterio de Donostia de la Universidad del País Vasco (UPV/EHU). Plaza Oñati, 3. 20018. Donostia-San Sebastián (Spain). E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

The lack of methodological rigor is frequent in most of instruments developed to assess the knowledge of teachers regarding Attention Deficit Hyperactivity Disorder (ADHD). The aim of this study was to develop a questionnaire, namely Questionnaire for the evaluation of teachers’ knowledge of ADHD (MAE-TDAH), for measuring the level of knowledge about ADHD of infant and primary school teachers. A random sample of 526 teachers from 57 schools in the Autonomous Community of the Basque Country and Navarre was used for the analysis of the psychometric properties of the instrument. The participant teachers age range was between 22 and 65 (M = 42.59; SD = 10.89), and there were both generalist and specialized teachers. The measure showed a 4 factor structure (Etiology of ADHD, Symptoms/Diagnosis of ADHD, General information about ADHD and Treatment of ADHD) with adequate internal consistency (Omega values ranged between .83 and .91) and temporal stability indices (Spearman’s Rho correlation values ranged between .62 and .79). Furthermore, evidence of convergent and external validity was obtained. Results suggest that the MAE-TDAH is a valid and reliable measure when it comes to evaluating teachers’ level of knowledge of ADHD.

Keywords

validityreliabilityteachersknowledge of ADHD
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 17 , 2014 , E75
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

American Psychiatric Association (APA, 2000). Diagnostic and statistical manual of mental disorders (4 th Ed.). Washington, DC: Author text revision.Google Scholar
Anderson, D. L., Watt, S. E., Noble, W., & Shanley, D. (2012). Knowledge of Attention Deficit Hyperactivity Disorder (ADHD) and attitudes towards teaching children with ADHD: The role of the teaching experience. Psychology in the Schools, 49, 511–525. http://dx.doi.org/10.1002/pits.21617 CrossRefGoogle Scholar
Barbero, M. I. (2003). Psicometría [Psychometrics]. In Barbero, M. I. (Coord.), Vila, E., & Suárez, J. C.. Principios básicos para la construcción de instrumentos de medición psicológica [Basic principles for the construction of psychological assessment instruments] (pp. 79–135). Madrid, Spain: UNED.Google Scholar
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, 84–88. http://dx.doi.org/10.1016/j.pec.2005.09.002 CrossRefGoogle ScholarPubMed
Hernández, R., Fernández-Collado, C., & Baptista, P. (2006). Metodología de la investigación [Research Methodology]. (4 th. Ed.). México, D F: McGraw-Hill.Google Scholar
Jarque, S., Tárraga, R., & Miranda, A. (2007). Conocimientos, concepciones erróneas y lagunas de los maestros sobre el trastorno por déficit de atención con hiperactividad [Teachers’ knowledge, misconceptions, and lacks concerning Attention Deficit Hyperactivity Disorder]. Psicothema, 19, 585–590.Google Scholar
Jerome, L., Gordon, M., & Hustler, P. (1994). A comparison of American and Canadian teachers’ knowledge and attitudes towards Attention Deficit Hyperactivity Disorder (ADHD). Canadian Journal of Psychiatry, 39, 563–567.CrossRefGoogle ScholarPubMed
Jones, H. A., & Chronis-Tuscano, A. (2008). Efficacy of teacher in-service training for Attention-Deficit/Hyperactivity Disorder. Psychology in the Schools, 45, 918–929. http://dx.doi.org/10.1002/pits.20342 CrossRefGoogle Scholar
Kos, J., 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, 147–160. http://dx.doi.org/10.1080/10349120600716125 CrossRefGoogle Scholar
Kos, J. M., Richdale, A. L., & Jackson, M. S. (2004). Knowledge about Attention-Deficit/Hyperactivity Disorder: A comparison of in-service and preservice teachers. Psychology in the Schools, 41, 517–526. http://dx.doi.org/10.1002/pits.10178 CrossRefGoogle Scholar
Moreno, R., Martínez, R. J., & Muñiz, J. (2004). Software, instrumentación y metodología [Software, instrumentation and methodology]. Psicothema, 16, 490–497.Google Scholar
Moreno, R., Martínez, R. J., & Muñiz, J. (2006). New guidelines for developing multiple-choice items. Methodology, 2, 65–72. http://dx.doi.org/10.1027/1614-2241.2.2.65 CrossRefGoogle Scholar
Perold, M., Louw, C., & Kleymhans, S. (2010). Primary school teachers’ knowledge and misperceptions of attention deficit hyperactivity disorder (ADHD). South African Journal of Education, 30, 457–473.CrossRefGoogle Scholar
Pfiffner, L. J. (2002). Potenciar la educación en la escuela y en casa: Métodos para el éxito desde preescolar hasta el bachillerato [Enhancing Education at School and at Home: Methods for Success from Kindergarten through Grade 12]. In Barkley, R. (Ed.), Niños hiperactivos: cómo comprender y atender sus necesidades especiales [Taking Charge of ADHD: The complete, authoritative guide for parents] (2 nd. Ed.) (pp. 263–282). Barcelona, Spain: Paidós.Google Scholar
Sciutto, M. J., Terjesen, M. D., & Bender, A. S. (2000). Teachers’ knowledge and misperceptions of Attention-Deficit/Hyperactivity Disorder. Psychology in the Schools, 37, 115–122. http://dx.doi.org/10.1002/(SICI)1520-6807(200003)37:2<115::AID-PITS3>3.0.CO;2-5 3.0.CO;2-5>CrossRefGoogle Scholar
Soroa, M., Balluerka, N., & Gorostiaga, A. (2012). Evaluation of the level of knowledge of infant and primary school teachers with respect to the Attention Deficit Hyperactivity Disorder (ADHD): Content validity of a newly created questionnaire. In Norvilitis, J. M. (Ed.), Contemporary trends in ADHD research (pp. 127–152). Rijeka, Croacia: InTech. http://dx.doi.org/10.5772/29093 Google Scholar
Soroa, M., Gorostiaga, A., & Balluerka, N. (2013). Review of tools used for assessing teachers’ level of knowledge with regards attention deficit hyperactivity disorder (ADHD). In Banerjee, S. (Ed.), Attention Deficit Hyperactivity Disorder in Children and Adolescents (pp. 151–177). Rijeka, Croacia: InTech. http://dx.doi.org/10.5772/54277 Google Scholar
Vereb, R. L., & DiPerna, J. (2004). Teachers’ knowledge of ADHD, treatments for ADHD, and treatment acceptability: An initial investigation. School Psychology Review, 33, 421–428.CrossRefGoogle Scholar
West, J., Taylor, M., Houghton, S., & Hudyma, S. (2005). A comparison of teachers’ and parents’ knowledge and beliefs about Attention-Deficit/Hyperactivity Disorder (ADHD). School Psychology International, 26, 192–208. http://dx.doi.org/10.1177/0143034305052913 CrossRefGoogle Scholar
White, S. W., Sukhodolsky, D. G., Rains, A. L., Foster, D., McGuire, J. F., & Scahill, L. (2011). Elementary school teachers’ knowledge of Tourette Syndrome, Obsessive-Compulsive Disorder, & Attention-Deficit/Hyperactivity Disorder: Effects of teacher training. Journal of Developmental Physical Disabilities, 23, 5–14. http://dx.doi.org/10.1007/s10882-010-9209-x CrossRefGoogle Scholar