Teachers' knowledge and misperceptions of Attention‐Deficit/hyperactivity disorder

By M. Sciutto, M. Terjesen, Allison S. Bender Frank. 2000

285 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/f10b9b7a4bc4814a20461cd6e70d2a0d700bb2e6

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In Developmental and Educational Psychology

In Psychiatry and Mental health

L. Ewe

Citations in the corpus

A Comparison of Teachers’ and Parents’ Knowledge and Beliefs About Attention-Deficit/Hyperactivity Disorder(ADHD) (2005, methodology): “First, although the development of the KADDS (Sciutto et al., 2000) offers researchers an instrument to specifically assess (and compare) teachers’ and parents’ knowledge of ADHD and related issues, it comprises only 20 items and the evidence pertaining to its psychometric properties is limited.”
Children with Attention Deficit Hyperactivity Disorder and their Teachers: A review of the literature (2006, background): “edge about ADHD is positively correlated with both the length of a teacher’s career or years of experience teaching children with ADHD (Jerome et al., 1994; Kos et al., 2004; Sciutto et al., 2000).”
Primary school teachers' knowledge and misperceptions of attention deficit hyperactivity disorder (ADHD) (2010, unknown): “Misperceptions about ADHD are particularly resistant to change (Kos et al., 2004; Sciutto et al., 2000).”
The impact of teacher factors on achievement and behavioural outcomes of children with Attention Deficit/Hyperactivity Disorder (ADHD): a review of the literature (2008, background): “Sciutto, Terjesen and Bender Frank ( 2000 ) stated that teachers are often the primary source of referral for students with ADHD, and they also constitute a vital source of information with respect to diagnosis.”
Effects of Child Gender and Symptom Type on Referrals for ADHD by Elementary School Teachers (2004, background): “In previous studies, internal consistency of the KADDS total score has ranged from .81 to .86 (Bender, 1996; Sciutto et al., 2000).”