KNOWLEDGE OF ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) AND ATTITUDES TOWARD TEACHING CHILDREN WITH ADHD: THE ROLE OF TEACHING EXPERIENCE

摘要

Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching chil-dren with ADHD are compared across stages of Australian teachers' careers. Relative to pre-service teachers with (n = 218) and without (n=109) teaching experience, in-service teachers (n = 127) show more overall knowledge of ADHD, more knowledge of characteristics and treat-ments for ADHD, and higher perceived knowledge. In-service teachers reported less favorable emotion about teaching children with ADHD than did pre-service teachers without experience and more favorable behaviors than pre-service teachers with experience. Groups did not differ in knowledge of causes of ADHD, overall attitudes, stereotypical beliefs, and beliefs about teach-ing children with ADHD. Identification of knowledge gaps and ambivalent attitudes will guide pre-service and in-service training courses.