Greek early childhood educators’ knowledge of attention-deficit/hyperactivity disorder


Abstract views: 116 / PDF downloads: 69

Authors

DOI:

https://doi.org/10.37291/2717638X.202341209

Keywords:

Attention-deficit/hyperactivity disorder, Early childhood education, Greek context

Abstract

As more children enter preschool programs, there is an increasing need for early education professionals to recognize and understand Attention-Deficit/Hyperactivity Disorder (ADHD). This study examined 120 Greek early childhood educators’ knowledge of ADHD using a Greek self-report ADHD Knowledge Questionnaire (ADHD-KQ). All participants worked in infant/child centers operated by municipalities in Greece. Results point out early childhood educators’ lack of fundamental knowledge about the causes, symptoms/diagnosis, cognitive deficits, and interventions regarding ADHD. Among the personal and professional variables (years of teaching experience, age, and educational level) studied as predictors of overall knowledge about ADHD age was found as the only significant. Older participants seemed to have better knowledge regarding the basic aspects of ADHD. Results suggest greater efforts must be made to provide training specifically in the management of children with ADHD.

References

Al-Moghamsi, E. Y., & Aljohani, A. (2018). Elementary school teachers' knowledge of attention deficit/hyperactivity disorder. Journal of Family Medicine and Primary Care, 7(5), 907–915. DOI: https://doi.org/10.4103/jfmpc.jfmpc_183_18

American Psychiatric Association. (2013). DSM-5 Task Force. (5th ed.). American Psychiatric Publishing, Inc.

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. DOI: https://doi.org/10.1002/pits.21617

Antonopoulou, A., Staboltzi, A., &Kouvava, S. (2010). Teacher's knowledge regarding ADHD. Pedagogic Subjects Inspection, 3, 162–178.

Barkley R. A. (1998). Attention-deficit hyperactivity disorder. Scientific American, 279(3), 66–71. DOI: https://doi.org/10.1038/scientificamerican0998-66

Batzle, C. S., Weyandt, L. L., Janusis, G. M., & DeVietti, T. L. (2010). Potential impact of ADHD with stimulant medication label on teacher expectations. Journal of Attention Disorders, 14(2), 157–166. DOI: https://doi.org/10.1177/1087054709347178

Bekle, B. (2004). Knowledge and attitudes about attention-deficit hyperactivity disorder (ADHD): A comparison between practicing teachers and undergraduate education students. Journal of Attention Disorders, 7(3), 151-161. DOI: https://doi.org/10.1177/108705470400700303

Bell, L., Long, S., Garavan, C., & Bussing, R. (2011). The impact of teacher credentials on ADHD stigma perceptions. Psychology in the Schools, 48(2), 184–197. DOI: https://doi.org/10.1002/pits.20536

Blotnicky-Gallant, P., Martin, C., McGonnell, M., & Corkum, P. (2015). Nova Scotia teachers’ ADHD knowledge, beliefs, and classroom management practices. Canadian Journal of School Psychology, 30(1), 3–21. DOI: https://doi.org/10.1177/0829573514542225

Breggin, P. R. (1998). Talking back to Ritalin: What doctors aren't telling you about stimulants and ADHD. Courage Press.

Cooper, P. (2001). Understanding AD/HD: a brief critical review of literature. Children & Society, 15(5), 387–395. DOI: https://doi.org/10.1002/chi.693

Dimakos, I. (2007). What do teachers know and think about attention deficit hyperactivity disorder (ADHD). Scientific Yearbook of University of Patras Arethas, 4, 151–161.

Einarsdottir, J. (2008). Teaching children with ADHD: Icelandic early childhood teachers’ perspectives. Early Child Development and Care, 178(4), 375–397. DOI: https://doi.org/10.1080/03004430701321696

Erlandsson, S., Lundin, L., & Punzi, E. (2016). A discursive analysis concerning information on “ADHD” presented to parents by the National Institute of Mental Health (USA). International Journal of Qualitative Studies on Health and Well-Being, 11(1), 30938. DOI: https://doi.org/10.3402/qhw.v11.30938

Flanigan, L., & Climie, E. (2018). Teachers’ knowledge of ADHD: Review and recommendations. Emerging Perspectives: Interdisciplinary Graduate Research in Education and Psychology, 2(1), 1-13.

Galanis, P., Tsakalaki, A., Papa, M. T., & Fragkou, D. (2021). Determinants of teachers' knowledge about attention deficit hyperactivity disorder. International Journal of Caring Sciences, 14(2), 909-918.

Gambrill, E. (2014). The diagnostic and statistical manual of mental disorders as a major form of dehumanization in the modern world. Research on Social Work Practice, 24(1), 13–36. DOI: https://doi.org/10.1177/1049731513499411

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), 84–88. DOI: https://doi.org/10.1016/j.pec.2005.09.002

Giannopoulou, I., Korkoliakou, P., Pasalari, E., & Douzenis, A. (2017). Greek teachers' knowledge about attention deficit hyperactivity disorder. Psychiatrike= Psychiatriki, 28(3), 226-233. DOI: https://doi.org/10.22365/jpsych.2017.283.226

Grigoropoulos, I. (2019). Male early childhood educators in childcare centers. Attitudes about their role and absence. A qualitative study. Investigating the Child’s World, 16, 42-57.

Grigoropoulos, I. (2020a). Early childhood educators’ experiences of bullying episodes: a qualitative approach. European Early Childhood Education Research Journal, 28(6), 774-788. DOI: https://doi.org/10.1080/1350293X.2020.1836581

Grigoropoulos, I. (2020b). Classroom (in) discipline. Behavior management practices of early childhood educators. Education 3-13. 50(1), 16-24. DOI: https://doi.org/10.1080/03004279.2020.1817966

Grigoropoulos, I. (2021a). Greek early childhood educators’ engagement practices and facilitative roles during free play. Contemporary School Psychology. DOI: https://doi.org/10.1007/s40688-021-00400-6

Grigoropoulos, I. (2021b). Acknowledging early bullying behaviors in early childhood education. Investigating the Child’s World, 17, 6–23.

Grigoropoulos, I. (2022). Can we talk about life without taking death into account? Early childhood educators’ self-perceived ability to approach the topic of death with children. OMEGA - Journal of Death and Dying, 0(0). DOI: https://doi.org/10.1177/00302228211057733

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. DOI: https://doi.org/10.1207/s15324826an1202_7

Herman, B. C. (2015). The influence of global warming science views and sociocultural factors on willingness to mitigate global warming. Science Education, 99(1), 1–38. DOI: https://doi.org/10.1002/sce.21136

Hinshaw, S. P. (2002). Preadolescent girls with attention-deficit/hyperactivity disorder: I. Background characteristics, comorbidity, cognitive and social functioning, and parenting practices. Journal of Consulting and Clinical Psychology, 70(5), 1086–1098. DOI: https://doi.org/10.1037/0022-006X.70.5.1086

Hosseinnia, M., Mazaheri, M. A., & Heidari, Z. (2020). Knowledge, attitude, and behavior of elementary teachers regarding attention deficit hyperactivity disorder. Journal of Education and Health Promotion, 9, 120. DOI: https://doi.org/10.4103/jehp.jehp_696_19

Iraklis, G. (2020). Subtle forms of prejudice in Greek day-care centres. Early childhood educators’ attitudes towards same-sex marriage and children’s adjustment in same-sex families. European Journal of Developmental Psychology, 18(5), 711–730. DOI: https://doi.org/10.1080/17405629.2020.1835636

Kean, B. (2004) What the multimodal treatment study really discovered about intervention for children diagnosed with ADHD: Implication for early childhood. Ethical Human Psychology and Psychiatry, 6(3), 193–200.

Krabbe, E. E., Thoutenhoofd, E. D., Conradi, M., Pijl, S. J., & Batstra, L. (2014). Birth month as predictor of ADHD medication use in Dutch school classes. European Journal of Special Needs Education, 29(4), 571–578. DOI: https://doi.org/10.1080/08856257.2014.943564

Lahey, B. B., Pelham, W. E., Stein, M. A., Loney, J., Trapani, C., Nugent, K., Kipp, H., Schmidt, E., Lee, S., Cale, M., Gold, E., Hartung, C. M., Willcutt, E., & Baumann, B. (1998). Validity of DSM-IV attention-deficit/hyperactivity disorder for younger children. Journal of the American Academy of Child and Adolescent Psychiatry, 37(7), 695–702. DOI: https://doi.org/10.1097/00004583-199807000-00008

Leo, J. (2002). American preschoolers on Ritalin. Society, 39(2), 52–60. DOI: https://doi.org/10.1007/BF02717529

Maniadaki, K., Sonuga-Barke, E. J. S. & Kakouros, E. (2003) Trainee nursery teachers’ perceptions of disruptive behaviour disorders; the effect of the sex of the child on judgements of typicality and severity, Child: Care, Health & Development, 29(6), 433–440 DOI: https://doi.org/10.1046/j.1365-2214.2003.00362.x

Mannuzza, S., Klein, R. G., & Moulton, J. L. (2002). Young adult outcome of children with “situational” hyperactivity: A prospective, controlled follow-up study. Journal of Abnormal Child Psychology, 30(2), 191–198. DOI: https://doi.org/10.1023/A:1014761401202

Nur, N., & Kavakci, O. (2010). Elementary school teachers’ knowledge and attitudes related to attention deficit hyperactivity disorder. HealthMED, 4(2), 350-355.

Ohan, J. L., Cormier, N., Hepp, S. L., Visser, T. A., & Strain, M. C. (2008). Does knowledge about attention deficit/hyperactivity disorder impact teachers’ reported behaviors and perceptions?. School Psychology Quarterly, 23(3), 436–449. DOI: https://doi.org/10.1037/1045-3830.23.3.436

Pallant, J. (2001). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows version 10. Open University Press.

Phillips, C. B. (2006). Medicine goes to school: Teachers as sickness brokers for ADHD. Plos Medicine, 3(4), e182. DOI: https://doi.org/10.1371/journal.pmed.0030182

Phillips, P. L., Greenson, J. N., Collett, B. R., & Gimpel, G. A. (2002). Assessing ADHD symptoms in preschool children: Use of the ADHD Symptoms Rating Scale. Early Education & Development, 13(3), 283–300. DOI: https://doi.org/10.1207/s15566935eed1303_3

Pijl, S. J. (2010). Preparing teachers for inclusive education: Some reflections from the Netherlands. Journal of Research in Special Educational Needs, 10(1), 197–201. DOI: https://doi.org/10.1111/j.1471-3802.2010.01165.x

Saffan, N. A., El-Nagar, S. A., &S aleh, A. G. (2017). Teachers’ knowledge about attention deficit hyperactivity disorder among primary school children. American Journal of Nursing Research, 5(2), 42-52.

Sax, L., & Kautz, K. J. (2003). Who first suggest the diagnosis of attention-deficit/hyperactivity disorder?. Annals of Family Medicine, 1(3), 171-174. DOI: https://doi.org/10.1370/afm.3

Sciutto, M. J., Terjesen, M. D., & Bender Frank, A. S. (2000). Teachers' knowledge and misperceptions of Attention-Deficit/Hyperactivity Disorder. Psychology in the Schools, 37(2), 115–122. DOI: https://doi.org/10.1002/(SICI)1520-6807(200003)37:2<115::AID-PITS3>3.0.CO;2-5

Sherman, J., Rasmussen, C., & Baydala, L. (2008). The impact of teacher factors on achievement and behavioural outcomes of children with Attention Deficit/Hyperactivity Disorder (ADHD): A review of the literature. Educational Research, 50(4), 347-360. DOI: https://doi.org/10.1080/00131880802499803

Singh, A., Yeh, C. J., Verma, N., & Das, A. K. (2015). Overview of attention deficit hyperactivity disorder in young children. Health Psychology Research, 3(2), 2115. DOI: https://doi.org/10.4081/hpr.2015.2115

Singh, I. (2002a). Bad boys, good mothers, and the ‘miracle’ of Ritalin. Science in Context, 15(4), 577–603. DOI: https://doi.org/10.1017/S0269889702000650

Singh, I. (2002b). Biology in context: Social and cultural perspectives on ADHD. Children & Society, 16(5), 360–367. DOI: https://doi.org/10.1002/chi.746

Skounti, M., Giannoukas, S., Dimitriou, E., Nikolopoulou, S., Linardakis, E., & Philalithis, A. (2010). Prevalence of attention deficit hyperactivity disorder in schoolchildren in Athens, Greece. Association of ADHD subtypes with social and academic impairment. ADHD Attention Deficit and Hyperactivity Disorders, 2(3), 127–132. DOI: https://doi.org/10.1007/s12402-010-0029-8

Skourletis, P., &Fotiou, T. (2017). Model regulations for the operation of municipality child and infant care centres. Ministerial Decision N. 41087. Government Paper of the Hellenic Republic.

Smidts, D. P., & Oosterlaan, J. (2007). How common are symptoms of ADHD in typically developing preschoolers? A study on prevalence rates and prenatal/demographic risk factors. Cortex, 43(6), 710-717. DOI: https://doi.org/10.1016/S0010-9452(08)70500-8

Stampoltzis, A., & Antonopoulou, K. (2013). Knowledge and misconceptions about attention deficit hyperactivity disorder (ADHD): A comparison of Greek general and special education teachers. International Journal of School & Educational Psychology, 1(2), 122-130. DOI: https://doi.org/10.1080/21683603.2013.803000

Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Allyn & Bacon.

Te Meerman, S., Batstra, L., Grietens, H., & Frances, A. (2017). ADHD: a critical update for educational professionals. International Journal of Qualitative Studies on Health and Well-Being, 12(sup1), 1298267. DOI: https://doi.org/10.1080/17482631.2017.1298267

Thomas, R., Mitchell, G. K., & Batstra, L. (2013). Attention-deficit/hyperactivity disorder: are we helping or harming?. BMJ (Clinical research ed.), 347, f6172. DOI: https://doi.org/10.1136/bmj.f6172

Vereb, R. L., & DiPerna, J. C. (2004). Teachers' knowledge of ADHD, treatments for ADHD, and treatment acceptability: An initial investigation. School Psychology Review, 33(3), 421-428. DOI: https://doi.org/10.1080/02796015.2004.12086259

Walter, H. J., Gouze, K., & Lim, K. G. (2006). Teachers' beliefs about mental health needs in inner city elementary schools. Journal of the American Academy of Child & Adolescent Psychiatry, 45(1), 61-68. DOI: https://doi.org/10.1097/01.chi.0000187243.17824.6c

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(2), 192-208. DOI: https://doi.org/10.1177/0143034305052913

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. DOI: https://doi.org/10.1002/pits.20436

Youssef, M. K., Hutchinson, G., & Youssef, F. F. (2015). Knowledge of and Attitudes Toward ADHD Among Teachers. SAGE Open, 5(1), 215824401456676. DOI: https://doi.org/10.1177/2158244014566761

Downloads

Published

2023-02-15

How to Cite

Grigoropoulos, I. (2023). Greek early childhood educators’ knowledge of attention-deficit/hyperactivity disorder. Journal of Childhood, Education & Society, 4(1), 29–40. https://doi.org/10.37291/2717638X.202341209