ABSTRACT

Although an average of one to two children per classroom suffer from ADHD, empirically supported classroom interventions are not yet implemented possibly because of teachers’ lack of knowledge or negative attitude towards them. To investigate this science-practitioner gap, we need an instrument assessing knowledge, attitude and the use of ADHD-related interventions. The self-report ADHD Questionnaire by Kos and the ADHD specific knowledge and attitudes scale for teachers by Mulholland et al. are examples of such instruments . Yet, these instruments have primary weaknesses concerning their content validity. Our study validated a newly developed instrument. The ADHD-school-expectation questionnaire (ASE) consists of an ADHD knowledge (24 items), attitude (33 items), and intervention scale (27 items). Attitudes are formed by expectations and related ratings according to Fishbein’s and Ajzen’s rational choice theory and Ajzen’s theory of planned behaviour. Our study results revealed theory-based content validity and good reliability. Therefore, the ASE can be used for future research in the field of ADHD in the classroom.

摘要

尽管每个教室平均有一到两个孩子患有多动症，但经验支持的课堂干预措施尚未实施，可能是因为教师缺乏知识或对他们持消极态度。为了调查这种科学从业者的差距，我们需要一种工具来评估知识、态度和 ADHD 相关干预措施的使用。Kos 的自我报告 ADHD 问卷和 Mulholland 等人针对教师的 ADHD 特定知识和态度量表。是此类工具的示例。然而，这些工具在内容有效性方面存在主要弱点。我们的研究验证了一种新开发的仪器。ADHD-学校期望问卷（ASE）由ADHD知识（24项）、态度（33项）和干预量表（27项）组成。根据 Fishbein 和 Ajzen 的理性选择理论和 Ajzen 的计划行为理论，态度是由期望和相关评级形成的。我们的研究结果揭示了基于理论的内容效度和良好的信度。因此，ASE 可用于未来在课堂上多动症领域的研究。