La formación del profesorado en TDAH y sus implicaciones

Abstract

Abstract: The main objective of this research was to evaluate a teachers training program on ADHD through its effects on students and teachers. The program sought to foster teachers' competences and skills with the ultimate goal of improve the educational care to students with this clinical diagnosis. Two educational centers located in the Region of Murcia (Spain) participated in this study. The first one included kindergarten and elementary grades, and the second covered secondary school. The total sample was composed of 365 students (194 boys, 171 girls) and 35 teachers (8 men, 27 women). The impact of the training program on both educational centers was assessed through a pretest-posttest design (first and third academic trimester). The following questionnaires were administered to the teachers: Questionnaire on ADHD information for teachers; Questionnaire on general information, professional data, and experience with ADHD for teachers; State Trait Anxiety Inventory (STAI); Sources of stress inventory for teachers (EFEP); Questionnaire on appreciation of teachers' training on ADHD. In order to collect student data, the next questionnaires were used: State Trait Anxiety Inventory for Children (STAIC); Questionnaire on social climate in the school (CECSCE); Questionnaire on socio-demographic, clinic and academic achievement information. Concerning teachers, results showed that the training program improved teachers' level of knowledge on ADHD, especially in secondary school. Levels of trait anxiety did not change. Both state anxiety and sources of work-related stress declined significantly in primary teachers, but increased in secondary school. Teachers without ADHD experience significantly improved their knowledge about this disorder and also, although slightly, the one who already had experience with this deficit. Finally, the training program was positively evaluated by the teachers in all aspects. With respect to students, there was a significant reduction of state-anxiety in younger ages, and an increase in older-age students, which also informed of an elevation in trait-anxiety levels. There were no significant improvements in students' perception of school social climate, satisfaction with teachers, and grades (in First Language, Mathematics, Science and Physical Education subjects), except on very specific occasions. Moreover, ADHD students initially exhibited higher scores on trait and state anxiety, as well as a more negative assessment of the social climate at school, and lower levels of satisfaction with their teachers. However, posttest analyses identified a change in this tendency, because ADHD students did not differ from their non-ADHD counterparts in anxiety, social climate and satisfaction with their teachers after the implementation of the training program. The academic achievement of primary students was associated with a better satisfaction with their teachers, and with the absence of ADHD diagnosis. To conclude, a teacher training program on ADHD seems to affects positively on teachers, especially in Secondary Education. In addition, some favorable indirect influence is observed on students, what is more evident in those with this alteration. Future research is needed to further ascertain the consequences of such training, taking into account the role of other characteristics of students, such as clinical ADHD subtype, as well as the more long-term effects of this intervention.