Conocimientos, concepciones erróneas y lagunas de los docentes españoles/italianos y estudiantes acerca del trastorno por déficit de atención e hiperactividad

• Autores: Nuria Martínez Boix, Joshua Collado Valero, Arancha Orts Roche, María Redondo Navarro, Sergio García Fernández, Manuel Torrecillas Martínez, Ignasi Navarro Soria
• Localización: Revista de Discapacidad, Clínica y Neurociencias: (RDCN), ISSN-e 2341-2526, Vol. 10, Nº. 1, 2023, págs. 13-24
• Idioma: español
• Enlaces
  • Texto completo
• Resumen
  • español

    El presente estudio se ha ocupado de examinar los conocimientos (aciertos), concepciones erróneas (fallos) y lagunas (no sé) sobre el Trastorno por Déficit de Atención e Hiperactividad (TDAH) en base a tres áreas de contenido específicas: información general, sintomatología y tratamiento. Para ello, se ha empleado el cuestionario del KADDS (Knowledge of Attention Deficit Hyperactivity Disorder), cumplimentado por un total de 58 maestros/as españoles y boloñeses y 53 estudiantes. Los resultados del KADDS respecto a los docentes muestran un porcentaje de aciertos del 47,3%, 39,2% en fallos y 13,2% en lagunas. En estudiantes el porcentaje es del 56,6%, 26,6% y 16,8% respectivamente. Se observan diferencias entre el profesorado español e italiano. Respecto al porcentaje de aciertos, los docentes españoles puntúan menos en las tres áreas respecto a los docentes italianos: información general (54,5% vs. 78,4%), sintomatología (63,2% vs. 77%) y tratamiento (50,1% vs. 72,7%). Además, se observa que los docentes con estudios específicos en educación especial puntúan mejor en las tres áreas. Debido a la alta prevalencia del TDAH y el posible desconocimiento para su diagnóstico, manejo y tratamiento, sería recomendable una mayor formación a los docentes.

  • English

    This study aimed to examine the knowledge (correct answers), misconceptions (errors), and gaps (I don't know) about Attention Deficit Hyperactivity Disorder (ADHD) among Spanish and Italian teachers and students in three specific areas: general information, symptoms, and treatment. The KADDS (Knowledge of Attention Deficit Hyperactivity Disorder) questionnaire was used, completed by a total of 58 Spanish and Italian teachers and 53 students. The KADDS results for teachers showed a percentage of correct answers of 47.3%, 39.2% for errors, and 13.2% for gaps. For students, the percentages were 56.6%, 26.6%, and 16.8% respectively. Differences were observed between Spanish and Italian teachers. In terms of the percentage of correct answers, Spanish teachers scored lower in all three areas compared to Italian teachers: general information (54.5% vs. 78.4%), symptoms (63.2% vs. 77%), and treatment (50.1% vs. 72.7%). Additionally, it was observed that teachers with specific training in special education scored better in all three areas. Due to the high prevalence of ADHD and the potential lack of knowledge regarding its diagnosis, management, and treatment, it would be recommended to provide teachers with more training.

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