J Korean Acad Child Health Nurs.  2011 Apr;17(2):136-144.

Teaching Status and Knowledge of Elementary School Teachers of Children with Attention Deficit Hyperactivity Disorder

  • 1Bethesda Hospital Health Promotion Center, Yangsan, Korea.
  • 2College of Nursing, Pusan National University, Busan, Korea.
  • 3Department of Nursing, Kaya University, Gimhae, Korea. infantlover@kaya.ac.kr


The purpose of this study was to analyze teaching status and knowledge about children with Attention Deficit Hyperactivity Disorder (ADHD) in elementary school teachers.
The participants of this study were 204 elementary school teachers in Busan. From July to September 2010, the researchers collected data by using self-report questionnaires consisted of questions about their teachers' characteristics and teaching status and KADDS (36 items) developed by Sciutto, Terjesen and Frank. Frequency, percentage, arithmetic mean, standard deviation, t-test and ANOVA were used to analyze the data using SPSS WIN 16.0 program.
Less than 50% of the participants had previous education on ADHD. According to this experience, there were significant differences in participants' knowledge about children with ADHD (t=4.703, p<.001). For the 36 items, participants had an average of 19.19+/-4.58 points out of a possible 36. Moreover, lack of knowledge about teaching children with ADHD and communication problems with the parents of these children were considered to be the most disturbing factors.
These results suggest that networks among teachers, parents and medical care professionals should be established. The results also indicate that educational programs for elementary school teachers should be developed in order to identify and teach children with ADHD appropriately.


Attention Deficit Hyperactivity Disorder; Faculty; Teaching; Knowledge
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