Effectiveness of a Long-Term Training Programme for Teachers in Attention-Deficit/Hyperactivity Disorder on Knowledge and Self-Efficacy

Sonia Jarque Fernández, Laura Amado Luz, Marta Oporto Alonso and Marina Fernández-Andújar
Additional contact information
Sonia Jarque Fernández: Facultat de Psicología, Universitat de Barcelona, 08035 Barcelona, Spain
Laura Amado Luz: Facultad de Psicología, Universitat Abat Oliba CEU, CEU Universities, 08022 Barcelona, Spain
Marta Oporto Alonso: Facultad de Psicología, Universitat Abat Oliba CEU, CEU Universities, 08022 Barcelona, Spain
Marina Fernández-Andújar: Facultad de Psicología, Universitat Abat Oliba CEU, CEU Universities, 08022 Barcelona, Spain

Mathematics, 2021, vol. 9, issue 12, 1-11

Abstract: The active participation of teachers in the process of diagnosis and intervention of Attention-Deficit/Hyperactivity Disorder (ADHD) is relevant to helping mitigate future problems in children with ADHD. In training programmes, teachers usually implement strategies to improve the child’s functioning after participating in an ADHD management-training programme. However, they receive little psycho-educational training and coaching and have low-to-moderate levels of knowledge of the disorder, mostly in terms of training in classroom management strategies. This study analyses the effectiveness of training in increasing knowledge and perceived self-efficacy with regard to ADHD in 40 primary school teachers. Twenty of these teachers participated in a long-term psycho-educational training programme on the management of ADHD (intervention multimodal group), while the other 20 did not (control group). The results of the post-treatment phase revealed statistically significant differences between the two groups of teachers with regard to their knowledge (Z = ?5.427; p = 0.000; d = 0.89) and perceived self-efficacy (Z = ?5.150; p = 0.000; d = 0.79), in favour of the participants who had received training. Our findings have important implications for the design of training programmes for teachers in the management of ADHD in the classroom.

Keywords: knowledge of ADHD; teacher training; ADHD children; treatment (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/2227-7390/9/12/1414/pdf (application/pdf)
https://www.mdpi.com/2227-7390/9/12/1414/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jmathe:v:9:y:2021:i:12:p:1414-:d:577135

Access Statistics for this article

Mathematics is currently edited by Ms. Emma He

More articles in Mathematics from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().