ADHD is one of the most prevalent neurodevelopmental disorders, and the numbers only continue to rise. Ontario has implemented play-based FDK in the last decade, thus it is imperative that the perceived effectiveness of the program for children with ADHD is studied. In conducting this study, the researchers present and interprets educators’ perceptions of the FDK program and the perceived effectiveness of FDK for children with ADHD. Using an Ecological Systems Theory lens, semi-structured interviews were conducted with kindergarten teachers and early childhood educators from multiple cities throughout Southwestern Ontario to obtain their perceptions of Play-Based FDK and ADHD. The data were analyzed using Thematic Analysis (TA) and three themes emerged: (1) Knowledge and Understanding, (2) Benefits and Challenges of Play-Based FDK for Children with ADHD, and (3) Strategies Used to Promote Success. These themes encompassed the general lived experiences and knowledge that educators have on the effectiveness of the FDK program for children with ADHD. Limitations of the study and future areas of research are discussed.

多动症是最普遍的神经发育障碍之一，而且这个数字还在继续上升。安大略省在过去十年中实施了基于游戏的 FDK，因此必须研究该计划对多动症儿童的感知效果。在进行这项研究时，研究人员展示并解释了教育工作者对 FDK 计划的看法以及 FDK 对 ADHD 儿童的有效性。使用生态系统理论视角，对来自安大略省西南部多个城市的幼儿园教师和幼儿教育工作者进行了半结构化访谈，以了解他们对基于游戏的 FDK 和 ADHD 的看法。使用主题分析 (TA) 分析数据，出现了三个主题：(1) 知识和理解，(2) 基于游戏的 FDK 对 ADHD 儿童的好处和挑战，以及 (3) 用于促进成功的策略。这些主题包括教育工作者对针对 ADHD 儿童的 FDK 计划有效性的一般生活经验和知识。讨论了研究的局限性和未来的研究领域。