MLS Educational Research (MLSER)
Vol. 5 Núm. 1 (2021)
ISSN: 2603-5820
Conocimientos y creencias de los maestros peruanos sobre el TDAH: el rol de la experiencia docente en el TDAH
Publicado Feb 25, 2021
Resumen
Los estudios que han analizado los conocimientos, creencias erróneas y lagunas de los profesores acerca del TDAH se han centrado fundamentalmente en América del Norte, Europa y Asia, fundamentalmente. Sin embargo, no se han analizado los conocimientos de los profesores de América del Sur ni de América del centro acerca del TDAH. Por ello, en este estudio nos planteamos dos objetivos: a) comparar los conocimientos, las creencias erróneas y las lagunas de conocimiento de los profesores sin experiencia (PSE) y de los profesores con experiencia (PCE), y b) analizar las diferencias en el conocimiento, las creencias y las lagunas entre los PCE que habían enseñado o no a alumnos con TDAH. Método. En total 264 profesores completaron la Knowledge of Attention Deficit Disorder Scale (KADDS), el Index of Teaching Stress (ITS), y un cuestionario socio-demográfico. Resultados. Los resultados mostraron que los PCE tuvieron mayores respuestas correctas en la escala total que los PSE. Los PCE con experiencia en TDAH presentaron mayores índices de estrés docente, aunque también mayor autoeficacia y mejor conocimiento sobre el TDAH. La autoeficacia correlacionó con la experiencia en TDAH. Discusión. Se discute la importancia de las creencias erróneas y de las lagunas de conocimiento acerca del TDAH para la formación del profesorado.
Palabras clave:
Conocimiento docente, TDAH, estrés docente, profesores sin experiencia, profesores con experiencia
##plugins.themes.bootstrap3.article.details##
Cómo citar
Soriano Ferrer, M., & Echegaray-Bengoa, J. (2021). Conocimientos y creencias de los maestros peruanos sobre el TDAH: el rol de la experiencia docente en el TDAH. MLS Educational Research (MLSER), 5(1). https://doi.org/10.29314/mlser.v5i1.277
Descargar Cita
Descargas
La descarga de datos todavía no está disponible.
Citas
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, 423–436. https://doi.org/10.1080/08856250903223088
Alkahtani, K. D. F. (2013). Teachers’ knowledge and misconceptions of attention deficit/hyperactivity disorder. Psychology, 4(12), 963-969. https://doi.org/10.4236/psych.2013.412139
American Psychiatric Association. (2014). Manual Diagnóstico y Estadístico de los Trastornos Mentales. DSM5. [Diagnostic and statistical manual of mental disorders (5th ed.). Médica Panamericana.
Anderson, D. L., Watt, S. E., & Shanley, D. C. (2017). Ambivalent attitudes about teaching children with attention déficit hyperactivity diosrder (ADHD). Emotional and Behavioral Difficulties, 22, 4, 332-349 https://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, 511–525. https://doi.org/10.1002/pits.21617
Apeim, (2016). Niveles Socioeconómicos, Lima 2016 [Socioeconomic Levels, Lima 2016]. Retrieved from http://www.apeim.com.pe/wpp content/themes/apeim/docs/nse/APEIM-NSE-2016.pdf
Arnett, A. B., MacDonald, B., & Pennington, B. F. (2013). Cognitive and Behavioral Indicators of ADHD Symptoms Prior to School Age. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 54(12). https://doi.org/10.1111/jcpp.12104
Barbaresi, W., & Olsen, R. (1998). An ADHD educational intervention for elementary schoolteachers: A pilot study. Developmental and Behavioral Pediatrics, 19, 94-100. https://doi.org/10.1097/00004703-199804000-00006
Barkley, R. A. (Ed.). (2014). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. Guilford Publications.
Barkley, R.A. (2011). Niños hiperactivos: cómo comprender y atender sus necesidades especiales. Guía completa del trastorno por déficit de atención con hiperactividad (TDAH). Paidós.
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, 151-161. https://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, 3-21 https://doi.org/10.1177/0829573514542225
Bralten, J., Franke, B., Waldman, I., Rommelse, N., Hartman, C., Asherson, … Arias-Vásquez, A. (2013). Candidate genetic pathways for attention-deficit/hyperactivity disorder (ADHD) show association to hyperactive/impulsive symptoms in children with ADHD. Journal of the American Academy of Child & Adolescent Psychiatry, 52(11), 1204-1212. https://doi.org/10.1016/j.jaac.2013.08.020
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, 247–252. https://doi.org/10.1016/S0738-3991(99)00080-4
Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239-254.
Bryne, B.M. (1994). Burnout: Testing the validity, replication, and invariance of causal structure across elementary, intermediate, and secondary teachers. American Educational Research Journal, 31, 643-673.
Bussing, R., Gary, F., Leon, C, Garvan, C., & Reid, R. (2002). General classroom teachers’ information and perceptions of attention deficit hyperactivity disorder. Behavioral Disorder, 27, 327-339.
Bussing, R., Schoenberg, N., & Perwien, A. (1998). Knowledge and information about ADHD: Evidence of cultural differences among African-American and white parents. Social Science & Medicine, 46, 919-928. https://doi.org/10.1016/S0277-9536(97)00219-0
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. https://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, 105-114. https://doi.org/10.1007/s12310-012-9071-3
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. https://doi.org/10.14400/JDC.2017.15.5.363
Cortese, S. (2012). The neurobiology and genetics of attention-deficit/hyperactivity disorder (ADHD): what every clinician should know. European journal of paediatric neurology, 16(5), 422-433.
Criado-Alvarez, J.J., & Romo-Barrientos, C. (2003). Variability and tendencies in the consumption of methylphenidate in Spain. An estimation of the prevalence of attention deficit hyperactivity disorder. Revista Neurología, 37(9), 806-10.
DuPaul, G. J., & Stoner, G. (1994). ADHD in the Schools: Assessment and Intervention Strategies. The Guilford Press.
DuPaul, G. J., Barkley,R.A. & Connor, D.F. (1998). Stimulants. In R.A. Barkley, Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (2nd ed.) (pp. 510-551). The Guilford Press.
DuPaul, G. J., Power, T.J., Anastopoulos, A.D., Reid, R., McGoey, K.E. & Ikeda, M. J. (1997). Teacher ratings of attention deficit hyperactivity disorder symptoms: Factor structure and normative data. Psychological Assessment. 9, 436-444.
DuPaul, G., & Stoner, G. (2003). ADHD in the Schools: assessment and intervention strategies. The Guilford Press.
Ghanizadeh, A., Bahredar, M., & Moeini, S. (2006). Knowledge and attitudes towards attention deficit hyperactivity disorder among ele- mentary school teachers. Patient Education and Counselling, 63, 84-88. https://doi.org/10.1016/j.pec.2005.09.002
Graczyk, P. A., Atkins, M. S., Jackson, M. M., Letendre, J. A., KimCohen, J., Baumann, B. L., et al. (2005). Urban educators’ perceptions of interventions for students with attention deficit hyperactivity disorder: A preliminary investigation. Behavioral Disorders, 30, 95–104
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, 239-259.
Greene, R. W., Beszterczey, S. K., Katzenstein, T., Park, K., & Goring, J. (2002). Are students with ADHD more stressful to teach? Journal of Emotional and Behavioral Disorders, 10, 79-89.
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. https://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, 133– 142. https://doi.org/10.1177/108705470200500301
Herbert, J., Crittenden, K., & Dalrymple, K. (2004). Knowledge of Social Anxiety Disorder Relative to Attention Deficit Hyperactivity Disorder Among Educational Professionals. Journal of Clinical Child and Adolescent Psychology, 33, 366-372. https://doi.org/10.1207/s15374424jccp3302_18
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. https://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.
Hong, Y. (2008). Teachers’ perceptions of young children with ADHD in Korea. Early Child Development and Care, 178, 399–414. https://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, 585–590.
Jensen, P. S., Hinshaw, S. P et al. (2001). Findings from the NIMH Multimodal Treatment Study of ADHD (MTA): Implications and applications for primary care providers. Journal of Developmental & Behavioral Pediatrics. 22, 60-73.
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, 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, 517-526. https://doi.org/10.1002/pits.10178
Kyriacou, C., & Chien, P. Y. (2009). Teacher stress in Taiwanese primary schools. The Journal of Educational Enquiry, 5(2).
Lamude, K.G., Scudder, J., & Furno-Lamude, D. (1992). The relationship of student resistance strategies in the classroom to teacher burnout and teacher Type-A behavior. Journal of Social Behavior and Personality, 7, 597-610.
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. https://doi.org/10.1016/J.PEDN.2017.06.010
Ley General de Educación [General Education Law] Nº 28044 (2003). Normas Legales, Ministerio de Educación de Perú. Diario el Peruano Nº 8437.
Norvilitis, J. M., & Fang, P. (2005). Perceptions of ADHD in China and the United States: A preliminary study. Journal of Attention Disorders, 9, 413–424. https://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. Retrieved from: http://www.healthmedjournal.com/articles.htm
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, 457–473.
Piccolo-Torsky, J., & Waishwell, L. (1998). Teachers' knowledge and attitudes regarding attention deficit disorder. ERS Spectrum, 16(1), 36-40.
Pierrehumbert, B., Bader, M., Thévoz, S., Kinal, A., & Halfon, O. (2006). Hyperactivity and attention problems in a Swiss sample of school-aged children: effects of school achievement, child gender, and informants. Journal of attention disorders, 10(1), 65-76.
Pliszka, S. R. (2000). Patterns of psychiatric comorbidity with attention-deficit/hyperactivity disorder. Child & Adolescent Psychiatric Clinics of North America, 9, 525-540.
Polanczyk, G., de Lima, M. S., Horta, B. L., Biederman, J., & Rohde, L. A. (2007). The worldwide prevalence of ADHD: A systematic review and metaregression analysis. The American Journal of Psychiatry, 164, 942–948. https://doi.org/10 .1176/appi.ajp.164.6.942
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. https://doi.org/10.1111/jcpp.12381
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. https://doi.org/10.1111/jcpp.12381
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. https://doi.org/10.1177/1087054713508926
Saavedra-Castillo, A. (2001). Comorbilidad en dependencia a sustancias. Psicoactiva, 19, 63-103.
Salas, E. P.,Vegas, J.M., Bolaños, F., León, Ú.D., &Vallejos, C. (2012). Educación básica especial y educación inclusiva – Balance y perspectivas. [Basic special education. Evaluation and perspectives]. Ministerio de Educación.
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, 115–122. https://doi.org/10.1002/(SICI)1520-6807(200003)37:2<115:AID-PITS3>3.0.CO;2-5
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. https://doi.org/10.1037/ipp0000045
Simbula, S., Guglielmi, D., & Schaufeli, W. B. (2011). A three-wave study of job resources, self-efficacy and work engagement among Italian school teachers. European Journal of Work and Organizational Psychology, 20, 285-304.
Skaalvik, E. M., & Skaalvik, S. (2007). Dimension of teacher self-efficacy and relation with strain factors, perceived collective teacher efficacy, and teacher burn-out. Journal of Educational Psychology, 99, 611-625.
Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25, 518-524
Snider, V., Busch, T., & Arrowood, L. (2003). Teacher knowledge of stimulant medication and ADHD. Remedial and Special Education, 24, 46-56.
Song, E.Y., Paik, K.C., Kim, H.W., & Lim, M.H. (2009). Association between catechol-O-methyltransferase gene polymorphism and attention-deficit hyperactivity disorder in Korean population. Genetic Testing and Molecular Biomarkers, 13(2), 233-236. https://doi.org/10.1089/gtmb.2008.0110
Soroa, M., Gorostiaga, A., & Balluerka, N. (2016). Conocimiento de los docentes sobre el TDAH: relevancia de la formación y de las percepiones individuales. Revista de Psicodidáctica, 21, 2, 205-226. https://doi.org/10.1387/RevPsicodidact.14023
Stergiakouli, E., Martin, J., Hamshere, M. L., Langley, K., Evans, D. M., St Pourcain, B., ... & Smith, G. D. (2015). Shared genetic influences between attention-deficit/hyperactivity disorder (ADHD) traits in children and clinical ADHD. Journal of the American Academy of Child & Adolescent Psychiatry, 54(4), 322-327. https://doi.org/10.1016/j.jaac.2015.01.010
Stormont, M. (2001). Social outcomes of children with AD/HD: Contributing factors and implications for practice. Psychology in the Schools, 38, 521 -531.
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. https://doi.org/10.1177/1087054708329972
Tallmadge, J, & Barkley, R.A. (1983). The interactions of hyperactive and normal boys with their mothers and fathers. Journal of Abnormal Child Psychology, 11, 565-579.
Thapar, A., Langley, K., Asherson, P., & Gill, M. (2007). Gene-environment interplay in attention-deficit hyperactivity disorder and the importance of a developmental perspective. The british Journal of Psychiatry: The journal of mental science, 190, 1-3.
Tirado, B.C., Salirrosas, C., Armas, L., & Asenjo, C. (2012). Algunos factores relacionados con el trastorno por déficit de atención con hiperactividad en niños en edad escolar del distrito de Trujillo, Perú. Revista de Neuropsiquiatría, 75(3), 77-84.
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. https://doi.org/10.1111/1471-3802.12441
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17, 783-805
Vereb, R., & DiPerna, J. (2004). Teachers’ knowledge of ADHD, treat- ments for ADHD, & treatment acceptability: An initial investigation. School Psychology Review, 33, 421-428. https://doi.org/10.1177/074193250302400105
Webster-Stratton, C., & Hammond, M. (1997). Treating children with early-onset conduct problems: A comparison of child and parent training interventions. Journal of consulting and clinical psychology, 65 (1), 93.
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, 192-208. https://doi.org/10.1177/0143034305052913
Alkahtani, K. D. F. (2013). Teachers’ knowledge and misconceptions of attention deficit/hyperactivity disorder. Psychology, 4(12), 963-969. https://doi.org/10.4236/psych.2013.412139
American Psychiatric Association. (2014). Manual Diagnóstico y Estadístico de los Trastornos Mentales. DSM5. [Diagnostic and statistical manual of mental disorders (5th ed.). Médica Panamericana.
Anderson, D. L., Watt, S. E., & Shanley, D. C. (2017). Ambivalent attitudes about teaching children with attention déficit hyperactivity diosrder (ADHD). Emotional and Behavioral Difficulties, 22, 4, 332-349 https://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, 511–525. https://doi.org/10.1002/pits.21617
Apeim, (2016). Niveles Socioeconómicos, Lima 2016 [Socioeconomic Levels, Lima 2016]. Retrieved from http://www.apeim.com.pe/wpp content/themes/apeim/docs/nse/APEIM-NSE-2016.pdf
Arnett, A. B., MacDonald, B., & Pennington, B. F. (2013). Cognitive and Behavioral Indicators of ADHD Symptoms Prior to School Age. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 54(12). https://doi.org/10.1111/jcpp.12104
Barbaresi, W., & Olsen, R. (1998). An ADHD educational intervention for elementary schoolteachers: A pilot study. Developmental and Behavioral Pediatrics, 19, 94-100. https://doi.org/10.1097/00004703-199804000-00006
Barkley, R. A. (Ed.). (2014). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. Guilford Publications.
Barkley, R.A. (2011). Niños hiperactivos: cómo comprender y atender sus necesidades especiales. Guía completa del trastorno por déficit de atención con hiperactividad (TDAH). Paidós.
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, 151-161. https://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, 3-21 https://doi.org/10.1177/0829573514542225
Bralten, J., Franke, B., Waldman, I., Rommelse, N., Hartman, C., Asherson, … Arias-Vásquez, A. (2013). Candidate genetic pathways for attention-deficit/hyperactivity disorder (ADHD) show association to hyperactive/impulsive symptoms in children with ADHD. Journal of the American Academy of Child & Adolescent Psychiatry, 52(11), 1204-1212. https://doi.org/10.1016/j.jaac.2013.08.020
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, 247–252. https://doi.org/10.1016/S0738-3991(99)00080-4
Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239-254.
Bryne, B.M. (1994). Burnout: Testing the validity, replication, and invariance of causal structure across elementary, intermediate, and secondary teachers. American Educational Research Journal, 31, 643-673.
Bussing, R., Gary, F., Leon, C, Garvan, C., & Reid, R. (2002). General classroom teachers’ information and perceptions of attention deficit hyperactivity disorder. Behavioral Disorder, 27, 327-339.
Bussing, R., Schoenberg, N., & Perwien, A. (1998). Knowledge and information about ADHD: Evidence of cultural differences among African-American and white parents. Social Science & Medicine, 46, 919-928. https://doi.org/10.1016/S0277-9536(97)00219-0
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. https://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, 105-114. https://doi.org/10.1007/s12310-012-9071-3
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. https://doi.org/10.14400/JDC.2017.15.5.363
Cortese, S. (2012). The neurobiology and genetics of attention-deficit/hyperactivity disorder (ADHD): what every clinician should know. European journal of paediatric neurology, 16(5), 422-433.
Criado-Alvarez, J.J., & Romo-Barrientos, C. (2003). Variability and tendencies in the consumption of methylphenidate in Spain. An estimation of the prevalence of attention deficit hyperactivity disorder. Revista Neurología, 37(9), 806-10.
DuPaul, G. J., & Stoner, G. (1994). ADHD in the Schools: Assessment and Intervention Strategies. The Guilford Press.
DuPaul, G. J., Barkley,R.A. & Connor, D.F. (1998). Stimulants. In R.A. Barkley, Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (2nd ed.) (pp. 510-551). The Guilford Press.
DuPaul, G. J., Power, T.J., Anastopoulos, A.D., Reid, R., McGoey, K.E. & Ikeda, M. J. (1997). Teacher ratings of attention deficit hyperactivity disorder symptoms: Factor structure and normative data. Psychological Assessment. 9, 436-444.
DuPaul, G., & Stoner, G. (2003). ADHD in the Schools: assessment and intervention strategies. The Guilford Press.
Ghanizadeh, A., Bahredar, M., & Moeini, S. (2006). Knowledge and attitudes towards attention deficit hyperactivity disorder among ele- mentary school teachers. Patient Education and Counselling, 63, 84-88. https://doi.org/10.1016/j.pec.2005.09.002
Graczyk, P. A., Atkins, M. S., Jackson, M. M., Letendre, J. A., KimCohen, J., Baumann, B. L., et al. (2005). Urban educators’ perceptions of interventions for students with attention deficit hyperactivity disorder: A preliminary investigation. Behavioral Disorders, 30, 95–104
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, 239-259.
Greene, R. W., Beszterczey, S. K., Katzenstein, T., Park, K., & Goring, J. (2002). Are students with ADHD more stressful to teach? Journal of Emotional and Behavioral Disorders, 10, 79-89.
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. https://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, 133– 142. https://doi.org/10.1177/108705470200500301
Herbert, J., Crittenden, K., & Dalrymple, K. (2004). Knowledge of Social Anxiety Disorder Relative to Attention Deficit Hyperactivity Disorder Among Educational Professionals. Journal of Clinical Child and Adolescent Psychology, 33, 366-372. https://doi.org/10.1207/s15374424jccp3302_18
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. https://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.
Hong, Y. (2008). Teachers’ perceptions of young children with ADHD in Korea. Early Child Development and Care, 178, 399–414. https://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, 585–590.
Jensen, P. S., Hinshaw, S. P et al. (2001). Findings from the NIMH Multimodal Treatment Study of ADHD (MTA): Implications and applications for primary care providers. Journal of Developmental & Behavioral Pediatrics. 22, 60-73.
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, 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, 517-526. https://doi.org/10.1002/pits.10178
Kyriacou, C., & Chien, P. Y. (2009). Teacher stress in Taiwanese primary schools. The Journal of Educational Enquiry, 5(2).
Lamude, K.G., Scudder, J., & Furno-Lamude, D. (1992). The relationship of student resistance strategies in the classroom to teacher burnout and teacher Type-A behavior. Journal of Social Behavior and Personality, 7, 597-610.
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. https://doi.org/10.1016/J.PEDN.2017.06.010
Ley General de Educación [General Education Law] Nº 28044 (2003). Normas Legales, Ministerio de Educación de Perú. Diario el Peruano Nº 8437.
Norvilitis, J. M., & Fang, P. (2005). Perceptions of ADHD in China and the United States: A preliminary study. Journal of Attention Disorders, 9, 413–424. https://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. Retrieved from: http://www.healthmedjournal.com/articles.htm
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, 457–473.
Piccolo-Torsky, J., & Waishwell, L. (1998). Teachers' knowledge and attitudes regarding attention deficit disorder. ERS Spectrum, 16(1), 36-40.
Pierrehumbert, B., Bader, M., Thévoz, S., Kinal, A., & Halfon, O. (2006). Hyperactivity and attention problems in a Swiss sample of school-aged children: effects of school achievement, child gender, and informants. Journal of attention disorders, 10(1), 65-76.
Pliszka, S. R. (2000). Patterns of psychiatric comorbidity with attention-deficit/hyperactivity disorder. Child & Adolescent Psychiatric Clinics of North America, 9, 525-540.
Polanczyk, G., de Lima, M. S., Horta, B. L., Biederman, J., & Rohde, L. A. (2007). The worldwide prevalence of ADHD: A systematic review and metaregression analysis. The American Journal of Psychiatry, 164, 942–948. https://doi.org/10 .1176/appi.ajp.164.6.942
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. https://doi.org/10.1111/jcpp.12381
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. https://doi.org/10.1111/jcpp.12381
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. https://doi.org/10.1177/1087054713508926
Saavedra-Castillo, A. (2001). Comorbilidad en dependencia a sustancias. Psicoactiva, 19, 63-103.
Salas, E. P.,Vegas, J.M., Bolaños, F., León, Ú.D., &Vallejos, C. (2012). Educación básica especial y educación inclusiva – Balance y perspectivas. [Basic special education. Evaluation and perspectives]. Ministerio de Educación.
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, 115–122. https://doi.org/10.1002/(SICI)1520-6807(200003)37:2<115:AID-PITS3>3.0.CO;2-5
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. https://doi.org/10.1037/ipp0000045
Simbula, S., Guglielmi, D., & Schaufeli, W. B. (2011). A three-wave study of job resources, self-efficacy and work engagement among Italian school teachers. European Journal of Work and Organizational Psychology, 20, 285-304.
Skaalvik, E. M., & Skaalvik, S. (2007). Dimension of teacher self-efficacy and relation with strain factors, perceived collective teacher efficacy, and teacher burn-out. Journal of Educational Psychology, 99, 611-625.
Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25, 518-524
Snider, V., Busch, T., & Arrowood, L. (2003). Teacher knowledge of stimulant medication and ADHD. Remedial and Special Education, 24, 46-56.
Song, E.Y., Paik, K.C., Kim, H.W., & Lim, M.H. (2009). Association between catechol-O-methyltransferase gene polymorphism and attention-deficit hyperactivity disorder in Korean population. Genetic Testing and Molecular Biomarkers, 13(2), 233-236. https://doi.org/10.1089/gtmb.2008.0110
Soroa, M., Gorostiaga, A., & Balluerka, N. (2016). Conocimiento de los docentes sobre el TDAH: relevancia de la formación y de las percepiones individuales. Revista de Psicodidáctica, 21, 2, 205-226. https://doi.org/10.1387/RevPsicodidact.14023
Stergiakouli, E., Martin, J., Hamshere, M. L., Langley, K., Evans, D. M., St Pourcain, B., ... & Smith, G. D. (2015). Shared genetic influences between attention-deficit/hyperactivity disorder (ADHD) traits in children and clinical ADHD. Journal of the American Academy of Child & Adolescent Psychiatry, 54(4), 322-327. https://doi.org/10.1016/j.jaac.2015.01.010
Stormont, M. (2001). Social outcomes of children with AD/HD: Contributing factors and implications for practice. Psychology in the Schools, 38, 521 -531.
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. https://doi.org/10.1177/1087054708329972
Tallmadge, J, & Barkley, R.A. (1983). The interactions of hyperactive and normal boys with their mothers and fathers. Journal of Abnormal Child Psychology, 11, 565-579.
Thapar, A., Langley, K., Asherson, P., & Gill, M. (2007). Gene-environment interplay in attention-deficit hyperactivity disorder and the importance of a developmental perspective. The british Journal of Psychiatry: The journal of mental science, 190, 1-3.
Tirado, B.C., Salirrosas, C., Armas, L., & Asenjo, C. (2012). Algunos factores relacionados con el trastorno por déficit de atención con hiperactividad en niños en edad escolar del distrito de Trujillo, Perú. Revista de Neuropsiquiatría, 75(3), 77-84.
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. https://doi.org/10.1111/1471-3802.12441
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17, 783-805
Vereb, R., & DiPerna, J. (2004). Teachers’ knowledge of ADHD, treat- ments for ADHD, & treatment acceptability: An initial investigation. School Psychology Review, 33, 421-428. https://doi.org/10.1177/074193250302400105
Webster-Stratton, C., & Hammond, M. (1997). Treating children with early-onset conduct problems: A comparison of child and parent training interventions. Journal of consulting and clinical psychology, 65 (1), 93.
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, 192-208. https://doi.org/10.1177/0143034305052913
Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial 4.0.
Los autores que publican con esta revista aceptan los siguientes términos:
Los autores conservan los derechos de autor y conceden a la revista el derecho de primera publicación con la obra simultáneamente licenciada bajo una licencia de atribución de Creative Commons que permite a otros compartir el trabajo con un reconocimiento de la autoría del trabajo con uso no cormercial y la mención de la publicación inicial en esta revista.
