Publicado dic 20, 2019



PLUMX
Almetrics
 
Dimensions
 

Google Scholar
 
Search GoogleScholar


Manuel Soriano-Ferrer https://orcid.org/0000-0002-5836-4697

Joyce Echegaray-Bengoa https://orcid.org/0000-0002-9658-7170

##plugins.themes.bootstrap3.article.details##

Resumen

Los estudios que han comparado los conocimientos que tienen los profesores sin experiencia (PSE) y los profesores con experiencia profesional (PCE) sobre el Trastorno por Déficit de Atención e Hiperactividad (TDAH) han mostrado resultados contradictorios. Además, el papel que tiene la experiencia docente con niños con TDAH sobre los conocimientos, la autoeficacia y el estrés docente no ha sido abordado en los estudios previos. Por ello, el presente estudio pretende: a) comparar los conocimientos, las creencias erróneas y las lagunas de conocimiento de los PCE y PSE de España, acerca del TDAH; b) analizar la experiencia de los PCE con niños con TDAH y la relación con los conocimientos, la autoeficacia, y el estrés docente; c) analizar las relaciones de los conocimientos acerca del TDAH con las variables sociodemográficas. Participaron 134 PSE y 115 PCE. Cumplimentaron la Escala de Conocimientos sobre el Trastorno por Déficit de Atención con Hiperactividad (Kadds), el Índice de Estrés Docente (ITS) y un cuestionario de información sociodemográfica. Los resultados indican que los conocimientos de ambos grupos son similares, aunque los PSE obtuvieron más aciertos sobre síntomas/diagnóstico y los PCE presentaron más creencias erróneas en la escala total y sobre síntomas/diagnóstico. Los PCE que tuvieron experiencia con niños con TDAH experimentaron mayor nivel de estrés docente y mayor autoeficacia. Los conocimientos sobre el TDAH correlacionaron con las asignaturas de carrera, los cursos sobre TDAH y los años de experiencia profesional.

Keywords

knowledge, ADHD, misconceptions, teachers, self-efficacy, teacher stressconocimientos, TDAH, creencias erróneas, profesores, autoeficacia, estrés docente

References
Aguiar, A. P., Kieling, R. R., Costa, A. C., Chardosim, N., Dorneles, B. V., Almeida, M. R., ...Rohde, L. A. (2014). Increasing teachers’ knowledge about ADHD and learning disorders: An investigation on the role of a psychoeducational intervention. Journal of attention disorders, 18(8), 691-698.

Akram, G., Thomson, A. H., Boyter, A. C., & McLarty, M. (2009). ADHD and the role of medication: Knowledge and perceptions of qualified and student teachers. European Journal of Special Needs Education, 24(4), 423-436. http://doi.org/10.1080/08856250903223088

Alkahtani, K. D. F. (2013). Teachers’ knowledge and misconceptions of attention deficit/hyperactivity disorder. Psychology, 4(12), 963-969. http://doi.org/10.4236/psych.2013.412139

American Psychiatric Association. (2014). Manual Diagnóstico y Estadístico de los Trastornos Mentales. DSM5 (5a ed.). Madrid: Autor.

Anderson, D. L., Watt, S. E., & Shanley, D. C. (2017). Ambivalent attitudes about teaching children with attention deficit hyperactivity diosrder (ADHD). Emotional and Behavioral Difficulties, 22(4), 332-349. http://doi.org/10.1080/13632752.2017.1298242

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

Barbaresi, W., & Olsen, R. (1998). An ADHD educational intervention for elementary schoolteachers: A pilot study. Developmental and Behavioral Pediatrics, 19(2), 94-100. http://doi.org/10.1097/00004703-199804000-00006

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(3), 151-161. http://doi.org/10.1177/108705470400700303

Blotnicky-Gallant, P., Martin, C., McGonnell, M., & Corkum, P. (2015). Nova Scotia teachers’ ADHD knowledge, beliefs, and classroom management practices. Canadian Journal of School Psychology, 30(1), 3-21. http://doi.org/10.1177/0829573514542225

Brook, U., Watemberg, N., & Geva, D. (2000). Attitude and knowledge of attention deficit hyperactivity disorder and learning disability among high school teachers. Patient Education and Counseling, 40(3), 247-252. http://doi.org/10.1016/S0738-3991(99)00080-4

Canals, J., Morales-Hidalgo, P., Jané, M. C., & Domènech, E. (2018). ADHD prevalence in Spanish Preschoolers: Comorbidity, Socio-demographic Factors, and Functional Consequences. Journal of Attentional Disorders, 22(2), 143-153. http://doi.org/10.1177/1087054716638511

Canu, W., & Mancil, E. (2012). An examination of teacher trainees’ knowledge of attention-deficit/hyperactivity disorder. School Mental Health, 4(2), 105-114. http://doi.org/10.1007/s12310-012-9071-3

Catalá-López, F., Peiró, S., Ridao, M., Sanfelix-Gimeno, G., Génova-Maleras, R., & Catalá, M. A. (2012). Prevalence of attention deficit hyperactivity disorder among children and adolescents in Spain: a systematic review and meta-analysis of epidemiological studies. BMC Psychiatry, 12, 1-13.

Choi, Y. S. (2017). Assessment of Elementary Teachers´ Knowledge about ADHD, Attitude, Stress Level and intention to Inclusion Education. Journal of Digital Convergence, 15(5), 363-372. http://doi.org/10.14400/JDC.2017.15.5.363

Ghanizadeh, A., Bahredar, M., & Moeini, S. (2006). Knowledge and attitudes towards attention deficit hyperactivity disorder among elementary school teachers. Patient Education and Counselling, 63(1-2), 84-88. http://doi.org/10.1016/j.pec.2005.09.002

Graczyk, P. A., Atkins, M. S., Jackson, M. M., Letendre, J. A., Kim-Cohen, J., Baumann, B. L., & McCoy, J. (2005). Urban educators' perceptions of interventions for students with Attention Deficit Hyperactivity Disorder: A preliminary investigation. Behavioral Disorders, 30(2), 95-104.

Graeper, K. D., Barker, K. A., & Terjesen, M. D. (2008, mayo). Knowledge of ADHD among Vietnamese and American Teachers. Collaborative Research Journal of School Psychology, 18-23.

Greene, R. W., Abidin, R. R., & Kmetz, C. (1997). The Index of Teaching Stress: A measure of student-teacher compatibility. Journal of School Psychology, 35(3), 239-259.

Guerra, F. R., & Brown, M. S. (2012). Teacher knowledge of Attention Deficit Hyperactivity Disorder among middle school students in South Texas. Research in Middle Level Education, 36(3), 1-7.

Havey, J. M. (2007). A comparison of Dutch and US teachers’ perceptions of the incidence and management of ADHD. School Psychology International, 28(1), 46-52. http://doi.org/10.1177/0143034307075679

Hepperlen, T. M., Clay, D. L., Henly, G. A., & Barké, C. R. (2002). Measuring teacher attitudes and expectations toward students with ADHD: Development of the test of knowledge about ADHD (KADD). Journal of Attention Disorders, 5(3), 133-142. http://doi.org/10.1177/108705470200500301

Hinshaw, S. P. (2018). Attention Deficit Hyperactivity Disorder (ADHD): Controversy, Developmental Mechanisms, and Multiple Levels of Analysis. Annual Review of Clinical Psychology, 14, 291-316. http://doi.org/10.1146/annurev-clinpsy-050817-084917

Holst, J. (2008). Danish teachers’ conception of challenging behaviour and DAMP/ADHD. Early child development and care, 178(4), 363-374. https://doi.org/10.1080/03004430701321621

Hong, Y. (2008). Teachers’ perceptions of young children with ADHD in Korea. Early Child Development and Care, 178(4), 399-414. http://doi.org/10.1080/03004430701321829

Jarque, S., & Tárraga, R. (2009). Comparación de los conocimientos sobre el trastorno por déficit de atención con hiperactividad (TDAH) de los maestros en activo y los futuros educadores. Infancia y Aprendizaje, 32(4), 517-529.

Jarque, S., Tárraga, R., & Miranda, A. (2007). Conocimientos, concepciones erróneas y lagunas de los maestros sobre el trastorno por déficit de atención con hiperactividad. Psicothema, 19(4), 585-590.

Jerome, L., Gordon, M., & Hustler, P. (1994). A comparison of American and Canadian teachers’ knowledge and attitudes towards Attention Deficit Hyperactivity Disorder (ADHD). Canadian Journal of Psychiatry, 39(9), 563-567.

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(2), 192.

Kos, J., Richdale, A., & Jackson, S. (2004). Knowledge about attention deficit hyperactivity disorder: A comparison of in-service and pre- service teachers. Psychology in the Schools, 41(5), 517-526. http://doi.org/10.1002/pits.10178

Lawrence, K., Estrada, R. D., & McCormick, J. (2018). Teachers’ experiences with and perceptions of students with attention déficit/hyperactivity disorder. Journal of Pediatric Nursing, 36, 141-148. http://doi.org/10.1016/J.PEDN.2017.06.010

Norvilitis, J. M., & Fang, P. (2005). Perceptions of ADHD in China and the United States: A preliminary study. Journal of Attention Disorders, 9(2), 413-424. http://doi.org/10.1177/1087054705281123

Nur, N., & Kavakci, O. (2010). Elementary school teachers’ knowledge and attitudes related to attention deficit hyperactivity disorder. Health MED, 4(2), 350-355. Recuperado de http://www.healthmedjournal.com/articles.htm

Nussey, C., Pistrang, N., & Murphy, T. (2013). How does psychoeducation help? A review of the effects of providing information about Tourette syndrome and attention‐deficit/hyperactivity disorder. Child: care, health and development, 39(5), 617-627.

Ohan, J., Cormier, N., Hepp, S., Visser, T., & Strain, M. (2008). Does knowledge about attention-deficit/hyperactivity disorder impact teachers’ reported behaviors and perceptions? School Psychology Quarterly, 23(3), 436-449.

Perold, M., Louw, C., & Kleynhans, S. (2010). Primary school teachers’ knowledge and misperceptions of attention deficit hyperactivity disorder (ADHD). South African Journal of Education, 30(3), 457-473.

Piccolo-Torsky, J., & Waishwell, L. (1998). Teachers' knowledge and attitudes regarding attention deficit disorder. ERS Spectrum, 16(1), 36-40.

Polanczyk, G. V., Salum, G. A., Sugaya, L.S., Caye, A., & Rohde, L. A. (2015). Annual Research Review: A meta-analysis of the worldwide prevalence of mental disorders in children and adolescents. Journal of Child Psychology and Psychiatry, 56(3), 345-365. http://doi.org/10.1111/jcpp.12381

Poznanski, B., Hart, K., & Cramer, E. D. (2018). Are Teachers Ready? Preservice Teacher Knowledge of Classroom Management and ADHD. School Mental Health, 10(1), 1-13. https://doi.org/10.1007/s12310-018-9259-2

Raggi, V., Evans, S. W., Hackethorn, B., & Thompson, J. (2003, junio). Diagnostic efficiency of the Impairment Rating Scale. Ponencia presentada en ISRCAP: 11th Scientific Meeting. Sydney, Australia.

Rogers, M., & Tannock, R. (2018). Are Classrooms meeting the basic psychological needs of children with ADHD symptoms? A self-determination theory perspective. Journal of Attentional Disorders, 22(14), 1354-1360. http://doi.org/10.1177/1087054713508926

Sciutto, M. J., Terjesen, M. D., & Bender Frank, A. S. (2000). Teachers’ knowledge and misperceptions of attention-deficit/hyperactivity disorder. Psychology in the Schools, 37(2), 115-122.

Sciutto, M. J., Terjesen, M. D., Kučerová, A., Michalová, Z., Schmiedeler, S., Antonopoulou, K., …Rossouw, J. (2016). Cross-National Comparisons of Teachers’ Knowledge and Misconceptions of ADHD. International Perspectives in Psychology: Research, Practice, Consultation, 5(1), 34-50. http://doi.org/10.1037/ipp0000045

Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25(3), 518-524

Snider, V., Busch, T., & Arrowood, L. (2003). Teacher knowledge of stimulant medication and ADHD. Remedial and Special Education, 24(1), 46-56.

Soroa, M., Gorostiaga, A., & Balluerka, N. (2016). Conocimiento de los docentes sobre el TDAH: relevancia de la formación y de las percepciones individuales. Revista de Psicodidáctica, 21(2), 205-226. http://doi.org/10.1387/RevPsicodidact.14023

Syed, E. K., & Hussein, S. A. (2010). Increase in Teachers’ Knowledge About ADHD After a Week-Long Training Program, A Pilot Study. Journal of Attention Disorders, 13(4), 420-423. http://doi.org/10.1177/1087054708329972

Toye, M. K., Wilson, C., & Wardle, G. A. (2019). Education professionals’ attitudes towards the inclusion of children with ADHD: the role of knowledge and stigma. Journal of Research in Special Educational Nedds, 19(3), 184-196. http://doi.org/10.1111/1471-3802.12441

West, J., Taylor, M., Houghton, S., & Hudyma, S. (2005). A comparison of teachers’ and parents’ knowledge and beliefs about attention deficit/hyperactivity disorder (ADHD). School Psychology International, 26(2), 192-208. http://doi.org/10.1177/0143034305052913

Weyandt, L. L., Fulton, K. M., Schepman, S. B., Verdi, G. R., & Wilson, K. G. (2009). Assessment of teacher and school psychologist knowledge of attentiondeficit/hyperactivity disorder. Psychology in the Schools, 46(10), 951-960. http://doi.org/10.1002/pits.20436
Cómo citar
Soriano-Ferrer, M., & Echegaray-Bengoa, J. (2019). Incidencia de la experiencia docente con el TDAH en los conocimientos, la autoeficacia y los niveles de estrés docente. Universitas Psychologica, 18(4), 1–13. https://doi.org/10.11144/Javeriana.upsy18-4.iedt
Sección
Artículos