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

  1. Nuria Martínez Boix
  2. Joshua Collado Valero
  3. Orts Roche, Arancha Orts Roche, Arancha
  4. María Redondo Navarro
  5. Sergio García Fernández
  6. Manuel Torrecillas Martínez
  7. Ignasi Navarro Soria
Revue:
Revista de Discapacidad, Clínica y Neurociencias: (RDCN)

ISSN: 2341-2526

Année de publication: 2023

Volumen: 10

Número: 1

Pages: 13-24

Type: Article

DIALNET GOOGLE SCHOLAR lock_openRUA editor

D'autres publications dans: Revista de Discapacidad, Clínica y Neurociencias: (RDCN)

Résumé

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.

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La source de données: Dialnet