Effectiveness of Educating Program on Knowledge, Attitude, and Performance of Primary School Teachers Toward Attention-Deficit/Hyperactivity Disorder

Background: Teachers are regarded to have a key role in the diagnosis, referral, implementation, and follow-up interventions treatment of children with attention-deficit/hyperactivity disorder (ADHD). Objectives: The current study aimed investigate teachers’ knowledge, attitude, function related ADHD evaluate effectiveness training program this regard. Methods: This quasi-experimental was conducted on teachers elementary schools Gorgan, Iran, 2014. A total six one-day workshops were held. In each workshop, 24 trained about for 4 h. Teachers’ assessed before, immediately after workshops, 2 weeks later. data analyzed using analysis variance (ANOVA), repeated-measures ANOVA, Bonferroni post-hoc test. Results: results revealed that older (P < 0.05) more experienced 0.05), those working at public 0.001), without higher education had significantly lower levels knowledge less positive attitude toward ADHD. addition, differences between mean scores before intervention 0.001) statistically significant. Conclusions: Training could improve Workshop appears be an effective efficient method can decrease awareness gap different experiences levels.