Among preschool children referred for psychological assessment and intervention, attention-deficit/hyperactivity disorder (ADHD) is the most commonly diagnosed disorder. In order to create school-based interventions that are consistently and effectively implemented by teachers, it is important to understand teachers’ knowledge and beliefs about ADHD, as studies have identified lack of knowledge as a barrier to treatment integrity. The present study seeks to fill the important gaps of previous work and gain an understanding of preschool teachers’ knowledge and opinions of ADHD, and how knowledge of ADHD impacts teachers’ perceptions of child impairment across domains. The present study includes teachers (n = 107; 97.2% female; 59.2% Hispanic or Latino; 16.8% Black or African-American) of ethnically and linguistically diverse preschool students in an urban school setting who were being referred for a summer treatment program. Teachers’ knowledge of ADHD was investigated and related to teacher characteristics (i.e., education, years of experience, classroom type, professional development) and ratings of child impairment across domains. Overall, preschool teachers achieved 38.3% accuracy on the knowledge of ADHD measure, with highest levels of inaccurate knowledge related to the symptoms and treatment for ADHD. Generally, teachers with more misperceptions and knowledge gaps regarding ADHD rated children as more impaired on several domains. The results of the current study reveal large gaps in preschool teacher knowledge of ADHD. As such, there are important implications for future teacher training and professional development.

在接受心理评估和干预的学龄前儿童中，注意力缺陷/多动障碍（ADHD）是最常见的诊断疾病。为了创建由教师一致有效地实施的校本干预措施，了解教师对多动症的知识和信念非常重要，因为研究发现缺乏知识是治疗诚信的障碍。本研究旨在填补以前工作的重要空白，并了解幼儿教师对多动症的知识和观点，以及对多动症的认识如何影响教师跨领域对儿童障碍的看法。本研究包括教师（n = 107; 97.2％女; 59.2％西班牙裔或拉丁裔；在城市学校环境中，受到种族和语言差异影响的学龄前学生中有16.8％的黑人或非裔美国人，他们正在接受夏季治疗计划。对教师对多动症的知识进行了调查，并与教师特征（即教育程度，多年经验，教室类型，专业发展）以及跨域儿童损伤的等级相关。总体而言，学龄前教师在多动症测量知识方面的准确率达到38.3％，其中与多动症的症状和治疗有关的知识水平最高。通常，对多动症有更多误解和知识鸿沟的老师将儿童评为在多个领域中受损更大。本研究的结果表明，学前班教师对多动症的知识存在很大差距。因此，