Διαταραχή Ελλειμματικής Προσοχής-Υπερκινητικότητας (ΔΕΠ-Υ) στους Μαθητές. Αίτια και παρεμβάσεις εκπαιδευτικών ανάλογα με τους Υπότυπους

Abstract

Introduction: The findings of a study carried out on a sample of 175 teachers are presented.

Purpose of the study: The purpose of the study was to investigate the preferences of primary education teachers on intervention in each type of ADHD. Data was gathered with a questionnaire which included three scenarios of children with ADHD. Participants were invited to recognize the causes of the symptoms and to note the preferred interventions.

Results: A statistically significant difference was found in various interventions chosen by teachers according to the type of ADHD. There is a difference in preferred interventions based on experience in education. There was no statistically significant difference between participants with a higher level of education and ADHD training on the linking of scenarios with obvious intervention. Also, 46.29% of teachers attribute the symptoms of the hyperkinetic-impulsive type to psychogenic causes. Those who attribute the symptoms of the disorder to psychological causes largely prefer psychological interventions.

Conclusions: Various intervention options are preferred depending on each type of ADHD, as the deficits are different. Better training is needed regarding the causes of the disorder and the content of the interventions. Knowledge of ADHD subtypes and the focus on each child's deficits are necessary for better addressing within the school.