A 3 page research paper that briefly summarizes research and then considers how the health belief model (HBM) might influence both quantitative and qualitative research in regards to teachers' knowledge and perception of ADHD. Bibliography lists 6 sources.
Name of Research Paper File: KL9_khteahbm.doc
Unformatted Sample Text from the Research Paper:
listed below. Citation styles constantly change, and these examples may not contain the most recent updates. Educators Knowledge of ADHD Research Compiled
By - properly! Attention deficit/hyperactivity disorder (ADHD) affects between 2
and 18 percent of all children, and it is associated with poor academic performance, which can lead to numerous other comorbid conditions (Nur and Kavakci, 2010). Therefore, it is imperative
that elementary educators should be knowledgeable regarding this condition, as such knowledge apparently has a direct correlation with how teachers perceive and interact with these students. The following discussion briefly
summarizes research and then considers how the health belief model (HBM) might influence both quantitative and qualitative research in regards to teachers knowledge and perception of ADHD. In the
study conducted by Sciutto, Terjesen and Frank (2010), results showed that the participating teachers knew considerably more about symptoms and diagnosis than they did about treatment or general information.
The results obtained by Guerra (2009) in his study support this finding. A study conducted in Iran by Ghanizadeh, Behredar and Moeini, (2006) found that over 53 percent of the
teachers surveyed considered ADHD symptoms to be due to parental spoiling and that teacher negative attitudes regarding ADHD students was highly correlated with their lack of knowledge about the condition.
Nur and Kavakci (2010) had similar results for their study, which found that 65.5 percent of their respondents believed ADHD symptoms to be attributable to the children being spoiled. Graczyk,
et al (2005) found that there was a negative correlation between the way in which teachers perceived the effectiveness of interventions and their knowledge of ADHD. Developed in the