ADHD - Attention Deficit Disorder With Hyperactivity
Conditions
Keywords
ADHD, Teachers, Knowledge, Classroom Performance, Training Program
Brief summary
This interventional study aims to evaluate the effectiveness of a structured teaching program designed to improve primary school teachers' knowledge and classroom performance regarding the management of children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). The study focuses on teachers who work with students previously diagnosed with ADHD based on official medical reports to ensure diagnostic accuracy and strengthen the validity of the intervention outcomes. The structured teaching program includes evidence-based information about ADHD characteristics, classroom behavior management strategies, and educational support techniques to enhance teachers' competence in managing children with ADHD in regular classroom settings. The main research question of this study is whether participation in a structured teaching program can significantly improve primary school teachers' knowledge and classroom management performance when working with children diagnosed with ADHD.
Detailed description
This interventional study is designed to evaluate the effectiveness of a structured teaching program on improving primary school teachers' knowledge and classroom performance regarding children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) in primary schools in Sulaimaniya city. The study will involve two groups of teachers: an intervention group and a control group. Teachers in the intervention group will receive a structured teaching program designed to improve their understanding and classroom management performance related to children with ADHD, while teachers in the control group will not receive the structured teaching program during the study period. The structured teaching program will include evidence-based educational content covering essential aspects of ADHD, including general information about the disorder, causes and risk factors, common signs and symptoms, early recognition of children with ADHD in classroom settings, and the importance of medical diagnosis based on professional assessment reports. In addition, the program will provide practical guidance on classroom management strategies, behavioral support techniques, instructional adaptations, and effective communication approaches for supporting children with ADHD in primary school environments. The program also aims to strengthen teachers' skills in identifying learning difficulties associated with ADHD and applying appropriate behavioral and educational strategies to improve students' academic engagement and classroom participation. The effectiveness of the structured teaching program will be evaluated by comparing teachers' knowledge and classroom management performance before and after the intervention between the intervention and control groups.
Interventions
BEHAVIORALADHD Educational Program for Primary School Teachers
A structured educational program designed to improve primary school teachers' knowledge and understanding of Attention-Deficit/Hyperactivity Disorder (ADHD), including classroom strategies and behavior management techniques.
Sponsors
Dlniya Ismail Rashid
Study design
Allocation
NON_RANDOMIZED
Intervention model
SINGLE_GROUP
Primary purpose
TREATMENT
Masking
NONE
Masking description
No additional parties are masked beyond those listed above. Teachers and program instructors are aware of group assignments.
Intervention model description
Control Group Type of Intervention: No intervention Description: Teachers in the control group will continue their usual teaching activities in the classroom without receiving any structured ADHD education program. Their knowledge and classroom performance will be assessed as usual to serve as a comparison with the intervention group. Intervention Group Type of Intervention: Educational / Structured Teaching Program Description: Teachers in the intervention group will receive a structured teaching program focusing on childhood Attention-Deficit/Hyperactivity Disorder (ADHD). The program includes information about ADHD characteristics, common signs and symptoms, recognition based on medical reports, and practical classroom management strategies. The goal is to enhance teachers' knowledge and improve their classroom performance when supporting children diagnosed with ADHD in primary school settings.
Eligibility
Sex/Gender
ALL
Age
18 Years to 59 Years
Healthy volunteers
Yes
Inclusion criteria
\- Teachers currently teaching at the primary school level. Teachers who have at least one student medically diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) in their class. Teachers willing to participate in the study.
Exclusion criteria
* eachers who will be absent during the study period. Teachers who decline to participate or do not complete the study questionnaires. Teachers who do not have any students with a confirmed ADHD diagnosis in their class.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Teachers' Knowledge about ADHD | Baseline, immediately post-intervention, and 2 months post-intervention] | Score on the Knowledge of Attention Deficit Disorders Scale (KADDS) questionnaire, 0-30 (Higher scores indicate better knowledge |
| Teachers' Classroom Performance regarding ADHD Management | Baseline, immediately post-intervention, and 2 months post-intervention] | Score on the ADHD Classroom Performance Questionnaire, 0-30 (Higher scores indicate better classroom performance) |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Teachers' Overall ADHD Knowledge and Classroom Performance | Baseline, immediately post-intervention, and 2 months post-intervention | Combined scores of the KADDS questionnaire (0-30) and ADHD Classroom Performance Questionnaire (0-30) to assess overall effect of the educational program. Higher combined scores indicate better knowledge and classroom performance. |
Countries
Iraq
Contacts
STUDY_CHAIRHawler Medial Universty
Hawler Medical University
Outcome results
None listed