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Recognizing attention deficit hyperactivity disorder in children: development, implementation, and evaluation of an attention deficit hyperactivity disorder module for elementary school teachers
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Valdez, Adrienne G.. Recognizing attention deficit hyperactivity disorder in children: development, implementation, and evaluation of an attention deficit hyperactivity disorder module for elementary school teachers. Retrieved from https://doi.org/doi:10.7282/t3-1k40-kq25

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TitleRecognizing attention deficit hyperactivity disorder in children: development, implementation, and evaluation of an attention deficit hyperactivity disorder module for elementary school teachers
NameValdez, Adrienne G. (author); Porter, Sallie (chair); Coffield, Caroline (member); Rutgers University; RBHS School of Nursing
Date Created2022
Other Date2022-10 (degree)
SubjectNursing, Education, ADHD, ADHD intervention, Attention deficit hyperactivity disorder, Children, Nurse practitioners, Teachers
Extent146 pages : illustrations
DescriptionPurpose of Project:The purpose is to promote early recognition of Attention Deficit Hyperactivity Disorder (ADHD) in elementary school children through a teacher and Nurse Practitioner collaboration for implementation of a training intervention to improve teachers’ knowledge of ADHD and support their ability to recognize symptoms in students.
Methodology: An evidence-based ADHD module was developed and implemented for a pilot of eleven teachers from a local title I elementary school in North Central, New Jersey. To evaluate teachers’ knowledge of ADHD, the Knowledge of Attention Deficit Hyperactivity Disorder Scale was completed pre-intervention, immediately post-intervention, and 1-month post-intervention. Calculation of a Δ% (delta %) was used to determine the percent of change.
Results: There was an improvement in teachers’ knowledge of ADHD immediately after implementation of the evidence-based module (Δ% = 46.49), which declined 1-month after the intervention (Δ% =-13.12). Teachers’ knowledge of ADHD at 1-month after the intervention remained improved from pre-intervention knowledge (Δ% =27.28).
Implication for Practice: Results demonstrate the feasibility and efficacy of an evidence-based ADHD module in improving teachers’ knowledge of ADHD. The evidence-based module should be considered an effective, convenient, and cost-efficient approach to improving ADHD knowledge in teachers.
NoteD.N.P.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-1k40-kq25
LanguageEnglish
CollectionSchool of Nursing (RBHS) DNP Projects
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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