ArticleJournal of attention disorders2023
Accurately Assessing Teacher ADHD-Specific Attitudes Using the Scale for ADHD-Specific Attitudes.
Article in Journal of attention disorders, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed, 8 citations in OpenAlex.
- Important Mechanisms in the Development of Anxiety in Children with ADHD: The Role of Associated Features of ADHD and Interpersonal Functioning.Child psychiatry and human development · 2026Review
- Psychometric Properties of the Greek Version of the ASKAT: Assessing Teachers' Knowledge and Attitudes Toward ADHD.F1000Research · 2026Article
- A cross-sectional study to assess knowledge and attitude regarding attention deficit hyperactivity disorder (ADHD) among primary school teachers in selected schools, Bhubaneswar, Odisha.Journal of family medicine and primary care · 2025Article
- Navigating unique challenges and advancing equitable care for children with ADHD in Africa: a review.Annals of medicine and surgery (2012) · 2023Review
Corrections and comments
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Authors and funding
3 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveThe aim of this study is therefore twofold, first to accurately examine the ADHD-specific attitudes of New South Wales Government school in-service teachers using the Scale for ADHD-Specific Attitudes (Authors 2016), and second, to determine if any of their socio-demographic features could predict their attitudes.
methodExploratory factor analysis found a 5-factor structure, and multiple regression analysis was performed to establish the existence of groups of variables with respect to teacher attitudes towards ADHD-type behaviours and any demographic predictors of teacher attitudes.
resultsThe final regression model found significant predictors of each factor with R2 values ranging from .007 to .147.
conclusionThis study illustrated that teachers had generally positive attitudes towards students who display ADHD-type behaviours, however, they found the externalised behaviours of ADHD irritating in the classroom and found teaching students with ADHD-type behaviours difficult, and teachers want more information about ADHD and how to manage it in the classroom.
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Registered trials
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