Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10637/13636
Título : Effectiveness of a Long-Term Training Programme for Teachers in Attention-Deficit/Hyperactivity Disorder on Knowledge and Self-Efficacy
Autor : Jarque Fernández, Sonia.
Amado Luz, Laura.
Oporto Alonso, Marta.
Fernández-Andújar, Marina.
Materias: Trastornos de la atenciónNiños hiperactivosFormación del profesoradoTrastorns de l'atencióInfants hiperactiusFormació del professorat
Fecha de publicación : 7-abr-2022
Editorial : [Switzerland] : MDPI Multidisciplinary Digital Publishing Institute, 2021
Citación : Jarque Fernández, S.; Amado Luz, L.; Oporto Alonso,M.; Fernández-Andújar, M. (2021). Effectiveness of a Long-Term Training Programme for Teachers in Attention-Deficit/Hyperactivity Disorder on Knowledge and Self-Efficacy. Mathematics, Volume 9, Number 12, Article 1414 (june 2021), p. 1-11. ISSN-e 2227-7390. DOI: https://doi.org/10.3390/math9121414
Resumen : The active participation of teachers in the process of diagnosis and intervention of Attention-Deficit/Hyperactivity Disorder (ADHD) is relevant to helping mitigate future problems in children with ADHD. In training programmes, teachers usually implement strategies to improve the child’s functioning after participating in an ADHD management-training programme. However, they receive little psycho-educational training and coaching and have low-to-moderate levels of knowledge of the disorder, mostly in terms of training in classroom management strategies. This study analyses the effectiveness of training in increasing knowledge and perceived self-efficacy with regard to ADHD in 40 primary school teachers. Twenty of these teachers participated in a long-term psycho-educational training programme on the management of ADHD (intervention multimodal group), while the other 20 did not (control group). The results of the post-treatment phase revealed statistically significant differences between the two groups of teachers with regard to their knowledge (Z = −5.427; p = 0.000; d = 0.89) and perceived self-efficacy (Z = −5.150; p = 0.000; d = 0.79), in favour of the participants who had received training. Our findings have important implications for the design of training programmes for teachers in the management of ADHD in the classroom
Descripción : Article de la revista: Mathematics, Volume 9, Number 12, Article 1414 (june 2021), p. 1-11. ISSN-e 2227-7390. DOI: https://doi.org/10.3390/math9121414
1 recurs en línia (p. 1-11)
URI : http://hdl.handle.net/10637/13636
ISSN : 2227-7390
Otros identificadores : 000000728321
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