ABSTRACT Attention-deficit hyperactivity disorder (ADHD) rates in classrooms have increased considerably in recent years. Previous literature has acknowledged the significance of teachers’ knowledge and attitudes towards ADHD when making referral and intervention decisions. Using Mulholland, Cumming and Jung’s (2015) knowledge (SASK) and attitude (SASA) scales, ADHD training and perceived support were compared across public school teachers (n = 165) and teaching assistants (TAs) (n = 157) in the UK. Results indicated that teachers and TAs displayed adequate levels of knowledge, and TAs held better knowledge and more positive feelings towards ADHD than teachers. Training increased knowledge for TAs, but not for teachers, and training and support appeared important for both the teachers and TAs’ attitudes. Both teachers and TAs reported inadequate training and expressed a desire for further ADHD training, and a significant association was found between knowledge and attitudes for teachers only. The implications for these findings are discussed.

中文翻译：

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对注意力缺陷多动障碍 (ADHD) 的知识和态度：教师和助教的比较

摘要 近年来，教室中的注意力缺陷多动障碍 (ADHD) 发生率显着增加。以前的文献已经承认教师在做出转诊和干预决定时对 ADHD 的知识和态度的重要性。使用 Mulholland、Cumming 和 Jung (2015) 的知识 (SASK) 和态度 (SASA) 量表，对英国公立学校教师 (n = 165) 和助教 (TA) (n = 157) 的 ADHD 培训和感知支持进行了比较. 结果表明，教师和助教表现出足够的知识水平，助教比教师拥有更好的知识和对多动症的积极情绪。培训增加了助教的知识，而不是教师的知识，培训和支持对教师和助教的态度都很重要。教师和助教都报告培训不足，并表示希望接受进一步的 ADHD 培训，并且发现仅教师的知识和态度之间存在显着关联。讨论了这些发现的影响。