How teachers' knowledge of attention deficit hyperactivity disorder makes difference in doctors' diagnostic decisions and management?

Objectives: The teacher's knowledge plays a key role in the process of assessing, screening, and diagnosing attention deficit hyperactivity disorder. This was a cross-sectional study aimed at surveying teachers' knowledge about attentiondeficit hyperactivity disorder, one of the most prevailing neurodevelopmental disorders

Materials and Methods: One hundred and thirteen female elementary school teachers were randomly chosen from six regular female public and private schools in Al-Khobar in the Eastern Province of Saudi Arabia. They completed a self-reported questionnaire on their general "factual" knowledge of the nature of attention-deficit hyperactivity disorder, and the management "action knowledge" of the condition. Factors which might affect their knowledge were also examined

Results: About 48.7% of the total sample had adequate factual knowledge, but only 27 [23.9%] showed adequate action knowledge about how to deal with attention-deficit hyperactivity disorder. Teachers' knowledge of attentiondeficit hyperactivity disorder [factual and action] was not significantly correlated with their years of experience, level of education [qualification] and duration of training in educational methodology

Conclusions: It was concluded that teachers in female primary schools had inadequate knowledge about attentiondeficit hyperactivity disorder. Implications and recommendation for health and educational professional are outlined

Prevalence of attention deficit hyperactivity symptoms in female schoolchildren in Saudi Arabia

Attention deficit hyperactivity disorder [ADHD] is the most common seen developmental disorder, with significant impacts on the child's social, psychological, and scholastic functioning. The aim of this study was to determine the prevalence and sociodemographic correlates of ADHD in female primary schoolchildren. A cross-sectional study conducted in Al-Khobar Town, Eastern Saudi Arabia. A random sample of six primary schools for girls was chosen, from which samples of 1009 students were selected by systematic random sampling, with ages ranging between 6 and 15 years [mean and standard deviation, 9.2 [1.9]]. All subjects were screened for different types of ADHD using the Attention Deficit Disorders Evaluation Scale. The overall prevalence of ADHD was 3.5%. The prevalence of children with ADHD/ inattentive type was 2.1% and the prevalence of children with ADHD/hyperactive-impulsive type was 5.6%. This rate decreased significantly with increase in age. The prevalence was higher in government school students, among Saudi citizens, later born siblings, higher number of siblings, and lower parental education. It was concluded that the prevalence of ADHD in female primary schoolchildren is comparable with what has been reported in other studies. Some demographic factors should be taken into consideration when interpreting this result. Implications and recommendations to the concerned authorities are outlined to improve the health and educational care services to help these children