ADHD in Lebanese Schools: Diagnosis, Assessment, and Treatment by Hala Mohammed Berri & Anies Al-Hroub

Author:Hala Mohammed Berri & Anies Al-Hroub
Language: rus
Format: mobi
ISBN: 9783319286983
Publisher: Springer
Published: 2016-03-13T22:00:00+00:00

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4 Teachers’ Knowledge of ADHD and Perceptions of the Behavior of Individual…

believed that Jamila’s behavior would moderately affect her ability to make friends,

while 25 % considered that Jamila would be unable to make friends at all with such

behavior. Furthermore, 62 % of teachers were in agreement that Jamila’s behavior

would greatly hinder her academic progress. The majority of respondents (79 %)

also viewed Jamila’s behavior as moderately common in Lebanese culture.

4.2.4 Teachers’ Readiness to Manage Jamila’s Behavior

in Vignette 2

Responses to questions 5, 6, 7, and 8 were analyzed to discover how prepared teach-

ers would be to manage Jamila’s behavior. According to Table 4.6 , more than half

of the teachers (66 %) believed that they would be ready, to a moderate extent, to

deal with Jamila’s behavior in their classrooms and 23 % of respondents considered

that they would be very ready. In addition, 46 % of teachers felt that it would be

moderately stressful to have a student like Jamila in the class and 45 % believed that Jamila’s presence in the class would be extremely stressful. The majority, 60 %,

strongly agreed that she would need to be given more attention than that accord ed

to other students. More than half of the teachers (58 %) regarded themselves as

moderately ready to implement an effective behavior plan for Jamila, but 16 % per-

ceived themselves as completely unprepared. Table 4.7 presents teachers’ evalua-tions of Jamila’s case (question 9).

Teachers presented a variety of views in relation to Jamila’s case, as shown in

Table 4.7 , with 27 % of respondents recognizing Jamila as hyperactive. Other teachers (9 %) identifi ed Jamila as a child with ADHD without referring to which specifi c subtype of ADHD. Eight percent of respondents were of the opinion that Jamila

needed care. There was a variety of other responses, with 7 % of teachers believing

Table 4.7 Teachers’ beliefs about Jamila’s case

Vignette 2

Responses

Number of responses

%

Hyperactivity

81

27

ADHD

28

9

Needs care

24

8

Has psychological problems

22

7

Careless

15

5

Low achiever

14

5

Spoiled

11

4

Others (messy, aggressive, active, bad)

50

17

Do not know (DK)

29

10

No response

27

9

Total

301

101

Note : The total percentage is more than 100 because of rounding

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