Comparison of Effect of Workshop and Training Package Teaching Methods on Changing Primary School Teachers’ Knowledge and Attitudes toward Attention Deficit Hyperactivity Disorder

Mojgan Khademi, Niloofar Safai, Simasadat Noorbakhsh Rozita Davari Ashtiani and Leili Panaghi


Attention deficit hyperactivity disorder is the most common childhood disorder. Teacher training is the key to deal correctly with and treat ADHD students. The present study aimed to compare the effect of two training package and workshop teaching methods on changing knowledge and attitudes of primary school teachers toward attention deficit hyperactivity disorder. In this quasi-experimental study, 62 teachers were selected from 10 primary schools in Tehran in 2013. A self-administered questionnaire was used to assess knowledge and attitudes of teachers toward ADHD children before and after intervention through two teaching methods using training package (n = 32) and workshop (n = 32). SPSS version 20 was used for data analysis. The mean score of knowledge and attitudes of the groups increased significantly after and before intervention (p = 0.00). The training package had the lowest mean score before and after intervention (P <0.05). In addition, workshop was more effective than training package (p<0.05). The findings showed that workshop method is effective in increasing knowledge and attitudes of primary school teachers toward ADHD students. Further studies are essential for generalizing the above findings to other cases.

Keywords: ADHD students - Training - Teachers – Primary School - Knowledge - Attitude - Workshops - Training Package

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