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South African foundation phase teachers' perceptions of ADHD at private and public schools.

Kern A, Amod Z, Seabi J, Vorster A - Int J Environ Res Public Health (2015)

Bottom Line: A total of 130 foundation phase teachers from mainstream private and public schools completed a self-developed questionnaire that had been piloted by the researchers.Thematic content analysis was used to identify the themes that emerged from the open-ended questions.In addition, it emerged that medication was the preferred method of intervention despite the participants' awareness of alternative intervention methods.

View Article: PubMed Central - PubMed

Affiliation: School of Human and Community Development, University of the Witwatersrand, Private Bag 3, WITS, Gauteng 2050, South Africa. Anwynne.kern@wits.ac.za.

ABSTRACT
This study investigated foundation phase teachers' perceptions of Attention Deficit Hyperactivity Disorder (ADHD). The teachers' views on the aetiology, appropriate interventions and incidence rates of ADHD were examined. A total of 130 foundation phase teachers from mainstream private and public schools completed a self-developed questionnaire that had been piloted by the researchers. Both descriptive and inferential statistics were used to analyse the data, specifically to determine whether there were differences in responses between public and private school teachers. Thematic content analysis was used to identify the themes that emerged from the open-ended questions. It was found that the teachers had a limited understanding of ADHD, in terms of what it is as well as the aetiology. In addition, it emerged that medication was the preferred method of intervention despite the participants' awareness of alternative intervention methods. A comparison of the private and public school teachers' results indicated no significant difference in their perceptions regarding the aetiology, interventions or incidence rates of ADHD.

No MeSH data available.


Related in: MedlinePlus

Comparison regarding the diagnostic criteria of ADHD.
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Related In: Results  -  Collection

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getmorefigures.php?uid=PMC4377951&req=5

ijerph-12-03042-f001: Comparison regarding the diagnostic criteria of ADHD.

Mentions: Figure 1 presents the comparison of private and public school educators’ opinions regarding the diagnostic criteria for ADHD. Seventy-seven percent (n = 100) of the teachers agreed that a child must be inattentive and or hyperactive/impulsive for a diagnosis of ADHD to be made. This is consistent with Amod, Vorster and Lazarus’ [4] findings. This trend was also noted in a study involving Chinese teachers [18].


South African foundation phase teachers' perceptions of ADHD at private and public schools.

Kern A, Amod Z, Seabi J, Vorster A - Int J Environ Res Public Health (2015)

Comparison regarding the diagnostic criteria of ADHD.
© Copyright Policy
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4377951&req=5

ijerph-12-03042-f001: Comparison regarding the diagnostic criteria of ADHD.
Mentions: Figure 1 presents the comparison of private and public school educators’ opinions regarding the diagnostic criteria for ADHD. Seventy-seven percent (n = 100) of the teachers agreed that a child must be inattentive and or hyperactive/impulsive for a diagnosis of ADHD to be made. This is consistent with Amod, Vorster and Lazarus’ [4] findings. This trend was also noted in a study involving Chinese teachers [18].

Bottom Line: A total of 130 foundation phase teachers from mainstream private and public schools completed a self-developed questionnaire that had been piloted by the researchers.Thematic content analysis was used to identify the themes that emerged from the open-ended questions.In addition, it emerged that medication was the preferred method of intervention despite the participants' awareness of alternative intervention methods.

View Article: PubMed Central - PubMed

Affiliation: School of Human and Community Development, University of the Witwatersrand, Private Bag 3, WITS, Gauteng 2050, South Africa. Anwynne.kern@wits.ac.za.

ABSTRACT
This study investigated foundation phase teachers' perceptions of Attention Deficit Hyperactivity Disorder (ADHD). The teachers' views on the aetiology, appropriate interventions and incidence rates of ADHD were examined. A total of 130 foundation phase teachers from mainstream private and public schools completed a self-developed questionnaire that had been piloted by the researchers. Both descriptive and inferential statistics were used to analyse the data, specifically to determine whether there were differences in responses between public and private school teachers. Thematic content analysis was used to identify the themes that emerged from the open-ended questions. It was found that the teachers had a limited understanding of ADHD, in terms of what it is as well as the aetiology. In addition, it emerged that medication was the preferred method of intervention despite the participants' awareness of alternative intervention methods. A comparison of the private and public school teachers' results indicated no significant difference in their perceptions regarding the aetiology, interventions or incidence rates of ADHD.

No MeSH data available.


Related in: MedlinePlus