Teachers' beliefs about ADHD behaviors

dc.contributor.author	Παπαηλιού, Χριστίνα	el
dc.contributor.author	Μανιαδάκη, Κατερίνα	el
dc.contributor.author	Κάκουρου, Νίκη	el
dc.date.accessioned	2015-04-24T16:15:01Z
dc.date.issued	2015-04-24
dc.identifier.uri	http://hdl.handle.net/11400/8874
dc.rights	Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Όχι Παράγωγα Έργα 3.0 Ηνωμένες Πολιτείες	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/3.0/us/	*
dc.source	http://www.dyslexiaworldcongress.org/	en
dc.source	www.arsi.gr	en
dc.subject	Δάσκαλοι
dc.subject	Διάσπαση προσοχής
dc.subject	Κοινωνική αντίληψη
dc.subject	Distractibility
dc.subject	Social perception
dc.subject	Εκπαίδευση
dc.subject	Education
dc.subject	Child psychopathology
dc.subject	Παιδική ψυχοπαθολογία
dc.title	Teachers' beliefs about ADHD behaviors	en
heal.type	conferenceItem
heal.secondaryTitle	implications for in-service training	en
heal.classification	Psychology
heal.classification	Attention-deficit hyperactivity disorder
heal.classification	Ψυχολογία
heal.classification	Διαταραχή ελλειμματικής προσοχής - υπερκινητικότητα
heal.classificationURI	http://id.loc.gov/authorities/subjects/sh85108459
heal.classificationURI	http://id.loc.gov/authorities/subjects/sh85063661
heal.classificationURI	N/A-Ψυχολογία
heal.classificationURI	N/A-Διαταραχή ελλειμματικής προσοχής - υπερκινητικότητα
heal.keywordURI	http://id.loc.gov/authorities/subjects/sh85023384
heal.dateAvailable	10000-01-01
heal.language	en
heal.access	forever
heal.publicationDate	2004-08-23
heal.bibliographicCitation	Papaeliou, Ch., Maniadaki, K. & Kakourou, N. (2004) Teachers' beliefs about ADHD behaviors: Implications for in-service training. In 5th World Congress on Dyslexia, Book of Abstracts. 23rd-27th August 2004. Thessaloniki, p.54-55	en
heal.abstract	The present study aimed to investigate teachers’ beliefs about the nature and causes of ADHD as well as their feelings of self-efficacy in coping with the problem. Participants were 193 teachers, 55 (29%) male and 138 (71%) female (mean age: 35.5 years, mean teaching experience: 10.1 years). None of the teachers had any training or experience on special education. Teachers were asked to complete an inventory regarding their beliefs about ADHD, which presented a vignette i.e. a short description of typical ADHD behaviors. According our results, teachers attribute ADHD behaviors mainly to upbringing practices such as neglecting or spoiling the child (79.7% and 73.2% respectively). On the other hand, relatively few teachers (30.1%) consider neurobiologcial abnormalities as causal factors. Moreover, teachers perceived themselves as more competent to deal with the problem compared to child psychologists or pediatricians. In addition, teachers’ feelings of self-efficacy were negatively correlated with their perceptions regarding the severity and cause of the problem or its effects on the child’s life, and positively correlated with their perceptions about its prevalence. These results suggests that in-service teacher training should focus on informing teachers about ADHD and clarify their role in the diagnosis and treatment of the disorder.	en
heal.fullTextAvailability	false
heal.conferenceName	5th World Congress on Dyslexia	en
heal.conferenceItemType	poster