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ADHD (Синдром дефіциту уваги з гіперактивністю)
1. РДУГ – чим можуть допомогти дитині батьки та педагоги (statistic, manifestations, recommendations for teachers and parents).
2. “Незручні” діти: роль учителів та школи в допомозі дітям з гіперактивністю (origin, difficulties, complications, consequences, recommendations for teachers).
3. Розлад дефіциту уваги та гіперактивності: що потрібно знати батькам і вчителям (origins, manifestations, reasons of such behaviour, medications, recommendations for teachers).
4. Годлевська В. Синдром дефіциту уваги з гіперактивністю у дітей молодшого шкільного віку: сутність, діагностика, корекція. Вісник Львівського університету. Серія психологічні науки. 2021. Випуск 9. С. 73–78 (essence, manifestations, diagnostic, recommendations, generally negative attitude).
5. Ositkovska O., Baiier O.O. Adaptation of the Ukrainian version of “Strengths and weaknesses of ADHD symptoms and normal behaviour rating scale” (SWAN) (the expedience of using a Ukrainian variant of "The rating scale of strong and weak sides of ADHD and of normal behaviour" is proved).
6. Mulholland SM, Cumming TM, Jung JY. Teacher Attitudes Towards Students Who Exhibit ADHD-Type Behaviours. Australasian Journal of Special Education. 2015;39(1):15-36. doi:10.1017/jse.2014.18 (Sydney teachers' attitudes towards - teachers know what it is (50-85% correct answers) except such areas as aetiology, but there are predictions against behaviors that have to be further explored into).
7. Anderson, D. L., Watt, S. E., Noble, W., & Shanley, D. C. (2012). Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD: The role of teaching experience. Psychology in the Schools, 49(6), 511–525. https://doi.org/10.1002/pits.21617 (Only annotation is available: in-service teachers have less favourable emotions and more favourable behaviours than pre-service teachers. Groups did not differ in knowledge of causes of ADHD, overall attitudes, stereotypical beliefs, and beliefs about teaching children with ADHD. Identification of knowledge gaps and ambivalent attitudes will guide pre‐service and in‐service training courses).
8. Arcia, E., Frank, R., Sánchez-LaCay, A., & Fernández, M.C. (2000). Teacher understanding of ADHD as reflected in attributions and classroom strategies. Journal of Attention Disorders, 4, 91–101. doi:10.1177/108705470000400203 (teachers in 3 US states do not understand the cause of ADHD, T/F questionnaires overestimate teachers' understanding, stimulant medication is a management strategy, parents ask teachers advice if they should use it but 96% of teachers weren't trained to consult (+ other %); behavioural intervention is another management strategy)
9. Asep Supena, Adistyana Pitaloka Kusmawati. Identification of student with attention deficit hyperactivity disorder (ADHD): Experiences of primary school teacher’s assessment in inclusive school (Malasia, problems that students and teachers experience, the need to give teachers an instrument to check if students have ADHD).
10. Abaoud, Abdulrahman A. Kent State University ProQuest Dissertations Publishing, 2013. 3618941. Elementary school teachers' attitudes toward willingness to teach students with ADHD in their classrooms in Riyadh City in Saudi Arabia. (A research paper: Saudi Arabia, the findings of the study revealed the significance of the relationship between teachers’ willingness to teach students with ADHD in their classrooms and their level of education, grade level of teaching, class size, previous teaching experience with any kind of disabilities, positions in schools, special education courses taken in college, and in-service training. Finally, the study found there was no relationship among years of teaching experience in the education area or gender and teachers’ attitudes toward willingness to teach students with ADHD in their classrooms).
11. Atkinson, I., Robinson, J.A., & Shute, R. (1997). Between a rock and a hard place: An Australian perspective on education of children with ADHD. Educational & Child Psychology, 14 (1), 21–30 (Only annotation is available: Research, clinical experience, government statistics and policies provide the basis of a brief overview of ADHD in Australia, a description of the working context for teachers in South Australia and an outline of one current Australian research project. A general upsurge in the numbers of prescriptions for stimulant medication has generated concerns over current diagnostic and intervention practices, highlighted by recent media reports. Stress experienced by families is exacerbated by the inadequacy of services to accommodate the needs of children with ADHD. Teachers, operating in a demanding but under-resourced environment, are attempting to meet the expectations of parents and practitioners by addressing the learning and social difficulties of these children. Although research has generally conceptualized ADHD as a ‘medical’ problem, sociocultural and psychological factors must also be taken into account. One current research project conceptualizes ADHD within a systems/goodness-of-fit framework as a means of understanding the complexities of ADHD and as a basis for effective collaborative management).
12. Barkley, R.A. (2005). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (3rd ed.). New York, NY: Guilford Press.Google Scholar (Only annotation is available: The book has three clearly divided sections named 1) the Nature of ADHD (Attention Deficit Hyperactivity Disorder); 2) Assessment; and 3) Treatment. These three sections house twenty-two chapters, each ending with a key clinical points list.)
13. Bekle, B. (2004). Knowledge and attitudes about attention-deficit hyperactivity disorder (ADHD): A comparison between practicing teachers and undergraduate education students. Journal of Attention Disorders, 7, 151–161. doi:10.1177/108705470400700303 (Only abstract is available: The knowledge and attitudes of practicing teachers regarding ADHD were compared with those of undergraduate education students. Key elements of studies of American and Canadian teachers by Jerome, Gordon, and Hustler (1994) and Jerome, Washington, Laine, and Segal (1999) were replicated. Information was gathered about participants' demographic background (training in ADHD), attitudes towards ADHD, and knowledge about its diagnosis and treatment. Results confirmed the existence of some knowledge gaps, although both practicing teachers and undergraduate education students possessed sound information about ADHD. Misconceptions about ADHD primarily concerned dietary treatment. Attitudes and knowledge were significantly correlated and most participants regarded ADHD as a valid diagnosis with implications for the school setting, and expressed a desire for comprehensive training. Despite similar results for both samples, teachers achieved higher accuracy on knowledge-based questions. These results are discrepant from those of Jerome et al. (1999) who found teachers and students to be similar in factual knowledge. Implications of these findings for curriculum development in academia and in-service teacher training are highlighted).
14. Canu, W.H., & Mancil, E.B. (2012). An examination of teacher trainees’ knowledge of attention-deficit/hyperactivity disorder. School Mental Health, 4, 105–114. doi:10.1007/s12310-012-9071-3 (Only abstract is available: Research has suggested that in-service teachers learn relatively little about attention-deficit/hyperactivity disorder (ADHD) during their education, but that on-the job learning helps mitigate this deficiency. Current teacher trainees may receive more ADHD education than past cohorts, though it is unclear whether their ADHD knowledge is superior to that of peers and, more broadly, whether it is adequate for referral and other service provision in the classroom. This study compares the ADHD-related knowledge of teacher trainees to that of undergraduate peers of diverse majors. Trainees’ knowledge was more accurate than the peer comparison group, yet findings suggest that substantial room for improvement remains).
15. Currie, J., & Stabile, M. (2006). Child mental health and human capital accumulation: The case of ADHD. Journal of Health Economics, 25, 1094–1118. doi:10.1016/j.jhealeco.2006.03.001 (Only abstract is available: One in five U.S. youngsters has a mental disorder, but we know little about the effects of these disorders on child outcomes. We examine U.S. and Canadian children with symptoms of Attention Deficit Hyperactivity Disorder (ADHD), the most common child mental health problem. Our innovations include the use of nationally representative samples of children, the use of questions administered to all children rather than focusing only on diagnosed cases, and the use of sibling fixed effects to control for omitted variables. We find large negative effects on test scores and schooling attainment suggesting that mental health conditions are a more important determinant of average outcomes than physical health conditions).
16. Fletcher J, Wolfe B. Child mental health and human capital accumulation: the case of ADHD revisited. J Health Econ. 2008 May;27(3):794-800. doi: 10.1016/j.jhealeco.2007.10.010. Epub 2007 Dec 7. PMID: 18221807. (Only abstract is available: In volume 25, issue 6 of this journal, Janet Currie and Mark Stabile (JCMS,) made a significant contribution to our understanding of the influence of ADHD symptoms on a variety of school outcomes including participation in special education, grade repetition and test scores. Their contributions include using a broad sample of children and estimating sibling fixed effects models to control for unobserved family effects. In this comment we look at a sample of older children and confirm and extend many of the JCMS findings in terms of a broader set of measures of human capital and additional specifications).
17. Loe IM, Feldman HM. Academic and educational outcomes of children with ADHD. J Pediatr Psychol. 2007 Jul;32(6):643-54. doi: 10.1093/jpepsy/jsl054. Epub 2007 Jun 14. PMID: 17569716. (Only abstract is available: Attention-deficit/hyperactivity disorder (ADHD) is associated with poor grades, poor reading and math standardized test scores, and increased grade retention. ADHD is also associated with increased use of school-based services, increased rates of detention and expulsion, and ultimately with relatively low rates of high school graduation and postsecondary education. Children in community samples who show symptoms of inattention, hyperactivity, and impulsivity with or without formal diagnoses of ADHD also show poor academic and educational outcomes. Pharmacologic treatment and behavior management are associated with reduction of the core symptoms of ADHD and increased academic productivity, but not with improved standardized test scores or ultimate educational attainment. Future research must use conceptually based outcome measures in prospective, longitudinal, and community-based studies to determine which pharmacologic, behavioral, and educational interventions can improve academic and educational outcomes of children with ADHD).
18. Daley, D., & Birchwood, J. (2010). ADHD and academic performance: Why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom? Child: Care, Health and Development, 36, 455–464. doi:10.1111/j.1365-2214.2009.01046.x (Only abstract is available: This paper reviews the relationship between attention deficit hyperactivity disorder (ADHD) and academic performance. First, the relationship at different developmental stages is examined, focusing on pre-schoolers, children, adolescents and adults. Second, the review examines the factors underpinning the relationship between ADHD and academic underperformance: the literature suggests that it is the symptoms of ADHD and underlying cognitive deficits not co-morbid conduct problems that are at the root of academic impairment. The review concludes with an overview of the literature examining strategies that are directed towards remediating the academic impairment of individuals with ADHD).
19. Cargaro, D. (2009). Teachers’ attitudes, bias, and perceptions pertaining to students with AD/HD and effects on the teacher/student relationship (Unpublished master's thesis). The Graduate School University of Wisconsin-Stout, Wisconsin (A research paper: Current studies have indicated that in 2006, "over 4 Yz million children 3-17 years old were diagnosed with AD/HD" (CDC, 2006, n.p). There are concerns regarding teachers' attitudes, biases, and perceptions of AD/HD and how it affects their ability to teach and impact these children academically. Information regarding the prevalence, possible causes, diagnostic criteria, gender differences, and assessments used in the school environment are reviewed in this paper. Academic and social difficulties AD/HD students may have in the classroom and the effects of the AD/HD label on the perceptions of teachers and peers are also examined. Previous research suggests that the attitudes, biases and perceptions teachers have of AD/HD students stem from the frustrations in the classroom based on a lack of education and a lack of support district wide (Harrison & Rush, 2008). Evidenced-based classroom interventions for teachers to use that helps AD/HD students with academic and behavioral problems are provided. Recommendations are provided as to what school districts and school psychologists can do to supply adequate support for teachers working with AD/HD students. Further research on teachers' attitudes, biases, and perceptions of AD/HD students is recommended. Research in the pre-service training of teachers in the area of AD/HD should also continue to be explored).
20. Harrison, P., & Rush, C. (2008). Ascertaining teachers' perceptions of working with adolescents diagnosed with attention-deficit/hyperactivity disorder. Educational Psychology in Practice, 24(3), 207-223. doi: 1 0.1 080/02667360802256774. (Only an abstract is available: There are few studies that have directly examined teachers’ perceptions of children with ADHD, particularly children in the adolescent age range. The purpose of this study was to examine the perceptions of general‐education ninth through twelfth grade teachers regarding working with adolescent students with ADHD. Sorted responses from a sample of 100 general‐education high school teachers were analysed and then represented visually using a concept‐mapping technique. The final concept map suggests that teachers perceive adolescents with ADHD along two dichotomies of thematic clusters on an orthogonal axis. Clusters at the top area of the concept map suggest perceptions related to high confidence and willingness, while clusters at the bottom suggest perceptions related to uneasiness and frustration. Clusters along the left side of the concept map suggest perceptions related to behaviour issues, while clusters along the right side suggest perceptions related to classroom teaching issues. Central to the vertical and horizontal dichotomies is a solitary central dimension, which highlights training as an important component of teachers’ perceptions of adolescents with ADHD.)
21. Beszterczey, S., Greene, R., Goring, J., Katzenstein, T., & Park, K. (2002). Are Students with ADHD More Stressful to Teach? Journal of Emotional & Behavioral Disorders, 10(2), 79. Retrieved from Academic Source Complete database. (Only abstract is available: Using the Index of Teaching Stress, an instrument assessing a teacher's subjective level of stress and frustration in response to teaching and interacting with a particular student, we found that general education elementary school teachers rated students with ADHD as significantly more stressful to teach than their classmates withoutADHD. However, we found that the stress reported by teachers was highly individualized.Students with ADHD who evidenced oppositional/aggressive behavior or severe social impairment were rated as significantly more stressful to teach than students with ADHD who did not evidence these associated difficulties).
22. Glass, C.S., & Wegar, K. (2000). Teacher perceptions of the incidence and management of attention deficit hyperactivity disorder. Education, 121, 412–420. (Only abstract is available: This study further examined teacher perceptions on the causes, incidence, and appropriate treatment methods of ADHD. In addition, this study also examined the prevalence of ADHD as determined by ADHD Rating Scale-IV (School Version; DuPaul et al., 1998) and examined differential identification rates by gender and ethnicity. Results showed that teachers were likely to identify children as having ADHD at rates higher than the expected prevalence rates specified in DSM-IV. Out of 121 rating scales analyzed, 23.97% of students were identified by teachers as meeting criteria for 1 of the 3 types of ADHD. Males had significantly higher scores than females and Whites had significantly higher scores than Hispanics. Class size was also associated with the likelihood that teachers would identify more than 5% of their students as having ADHD. Results suggest that, despite increasing evidence of a connection between biological factors and ADHD, environmental factors (i.e., class size and culture) may still influence teachers' perceptions about what students have the disorder).
23. Havey, J.M. (2007). A comparison of Dutch and US teachers’ perceptions of the incidence and management of ADHD. School Psychology International, 28, 46–52. doi:10.1177/0143034307075679 (Only abstract is available: Dutch and US teachers were questioned about their perceptions of the incidence and causes of ADHD, as well as their views of appropriate treatments. Dutch teachers were more likely than US teachers to think the etiology of the disorder lay in biochemistry, while US teachers were more likely to believe in a combination of environmental and biochemical factors. Both sets of teachers believed a combination of medical and behavioral interventions was the most effective treatment. Teachers were also asked to indicate the number of students in their classes who had been diagnosed with ADHD and to estimate the number of students who they thought might have ADHD. Both sets of teachers indicated that they thought there were students with undiagnosed ADHD in their classes, but Dutch teachers reported significantly fewer students in both the actual and perceived categories. Class size was related to US teacher perceptions, but not Dutch perceptions.)
24. Jerome, L., Gordon, M., & Hustler, P. (1994). A comparison of American and Canadian teachers’ knowledge and attitudes towards attention deficit hyperactivity disorder (ADHD). The Canadian Journal of Psychiatry, 39, 563–567 (Only abstract is available: The purpose of this study was to compare and contrast American and Canadian teachers' knowledge and attitudes regarding ADHD. Both samples completed a self report questionnaire. The first part determined the demographic background of the teachers. The second section consisted of 20 true/false questions concerning ADHD intended to assess teachers' general knowledge of the essential concepts involved in the diagnosis and treatment of the disorder. The results indicated that both samples had little in-service training regarding ADHD. Despite this, most teachers regarded ADHD as a valid diagnosis with educational implications and wanted more formal training. While most teachers did well on knowledge-based questions regarding the etiology and educational implications of the condition, many still perceived non-medical therapies such as diets as being effective. Many regarded the condition as being outgrown at adolescence. Significantly, only 14% of the teachers had been involved in the diagnosis and ongoing monitoring of mediation by outside professionals. The implications of improved in-service training for all professionals involved with children with ADHD are discussed).
25. Jerome, L., Washington, P., Laine, C.J., & Segal, A. (1999). Graduating teachers’ knowledge and attitudes about attention-deficit hyperactivity disorder: A comparison with practicing teachers. The Canadian Journal of Psychiatry, 44, 192 (Only abstract is available: The Knowledge about Attention Deficit Disorder Questionnaire (KADD-Q) was administered to 256 teachers and 92 parents. Statistical analysis revealed the KADD-Q to be an internally consistent measure of teachers’ and parents’ knowledge of ADHD. Findings demonstrated that the levels of teachers’ and parents’ knowledge about the causes of ADHD was significantly higher than their knowledge of the characteristics of ADHD, which in turn was significantly higher than their knowledge about treatment. When the total scores of teachers and parents were compared, the latter scored significantly higher. Although there were no significant differences in teachers’ and parents’ levels of knowledge about the Characteristics of ADHD, parents scored significantly higher than teachers on the Causes and Treatment subscales of the KADD-Q. The findings also revealed that misconceptions about ADHD are evident among parents and teachers, but that professional development is significant in increasing knowledge.)
26. Kos, J.M., Richdale, A.L., & Jackson, M.S. (2004). Knowledge about attention-deficit/hyperactivity disorder: A comparison of in-service and preservice teachers. Psychology in the Schools, 41, 517–526. doi:10.1002/pits.10178 (Only an abstract is available: The aims of this study were (a) to investigate the relationships between various teacher characteristics and teachers' knowledge about ADHD, and (b) to compare perceived and actual ADHD knowledge across in-service and preservice primary-school teachers. Participants included 120 primary-school teachers and 45 final-year education undergraduates who were asked to complete a questionnaire. Two of the five hypotheses were supported: (a) that knowledge would be significantly correlated with experience in teaching a child with ADHD and (b) that in-service teachers would obtain higher scores than preservice teachers on the actual knowledge (about ADHD) questionnaire. Implications stemming from this research include ensuring that teachers receive more training about ADHD and greater exposure to students with ADHD in the classroom. Overall, this study highlighted that deficits in teachers' knowledge about ADHD are common for both in-service and preservice teachers).
27. Mahar, P., & Chalmers, L. (2007). Teachers’ perceptions of students diagnosed with ADHD. National Forum of Applied Educational Research Journal, 20 (3), 1–8. (A qualitative research: The purpose of this study was to investigate teachers’ perceptions of students diagnosed with ADHD. Analysis of the data was performed to describe teachers’ perceptions of students diagnosed with ADHD by gender, highest degree held, total numbers of years taught, current teaching area, whether or not they were currently teaching a student(s) diagnosed with ADHD, and grades taught during their teaching career. The most surprising finding was that regular education teachers believed more strongly that students with ADHD can learn successfully and effectively in the regular classroom as compared to special education teachers. The purpose of this study was to investigate teachers’ perceptions of students diagnosed with ADHD. Analysis of the data was performed to describe teachers’ perceptions of students diagnosed with ADHD by gender, highest degree held, total numbers of years taught, current teaching area, whether or not they were currently teaching a student(s) diagnosed with ADHD, and grades taught during their teaching career. The most surprising finding was that regular education teachers believed more strongly that students with ADHD can learn successfully and effectively in the regular classroom as compared to special education teachers.)
28. Asep Supena, Adistyana Pitaloka Kusmawati. Identification of student with attention deficit hyperactivity disorder (ADHD): Experiences of primary school teacher’s assessment in inclusive school
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