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J Atten Disord ; 18(8): 691-8, 2014 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-22851210

RESUMO

OBJECTIVE: To investigate elementary school teachers' baseline knowledge about ADHD and learning disorders (LD) and the impact of a strategy to increase awareness of these disorders. METHOD: A total of 37 teachers were selected from four elementary schools in the catchment area of the University Hospital, in Porto Alegre, Brazil. To evaluate teachers' knowledge, two self-report questionnaires about ADHD and LD were applied before and after an awareness program on these disorders. RESULTS: The intervention significantly increased teachers' knowledge of both disorders, even after adjustment for confounding factors (p < .001). In the repeated measures ANCOVA, only teachers' previous knowledge of ADHD/LD (p < .001) was significant in predicting score change in knowledge before and after the intervention. CONCLUSION: Results suggest the efficacy of a brief psychoeducational intervention program for increasing teacher awareness and knowledge about ADHD and LD. Future studies are warranted to confirm the efficacy and evaluate the long-term impact of this intervention.


Assuntos
Transtorno do Deficit de Atenção com Hiperatividade , Psiquiatria Infantil/educação , Docentes , Deficiências da Aprendizagem , Competência Profissional/normas , Adulto , Análise de Variância , Brasil , Estudos de Viabilidade , Feminino , Humanos , Pessoa de Meia-Idade , Instituições Acadêmicas , Autorrelato , Ajustamento Social , Inquéritos e Questionários
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