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Measuring Teachers’ Knowledge of Attention Deficit Hyperactivity Disorder: the MAE-TDAH Questionnaire

Published online by Cambridge University Press:  28 October 2014

Marian Soroa ,
Nekane Balluerka  and
Arantxa Gorostiaga
Marian Soroa*
Affiliation:
Universidad del País Vasco UPV/EHU (Spain)
Nekane Balluerka
Affiliation:
Universidad del País Vasco UPV/EHU (Spain)
Arantxa Gorostiaga
Affiliation:
Universidad del País Vasco UPV/EHU (Spain)
*
*Correspondence concerning this article should be addressed to Marian Soroa. Departamento de Psicología Evolutiva y de la Educación. Escuela de Magisterio de Donostia de la Universidad del País Vasco (UPV/EHU). Plaza Oñati, 3. 20018. Donostia-San Sebastián (Spain). E-mail: marian.soroa@ehu.es
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Abstract

The lack of methodological rigor is frequent in most of instruments developed to assess the knowledge of teachers regarding Attention Deficit Hyperactivity Disorder (ADHD). The aim of this study was to develop a questionnaire, namely Questionnaire for the evaluation of teachers’ knowledge of ADHD (MAE-TDAH), for measuring the level of knowledge about ADHD of infant and primary school teachers. A random sample of 526 teachers from 57 schools in the Autonomous Community of the Basque Country and Navarre was used for the analysis of the psychometric properties of the instrument. The participant teachers age range was between 22 and 65 (M = 42.59; SD = 10.89), and there were both generalist and specialized teachers. The measure showed a 4 factor structure (Etiology of ADHD, Symptoms/Diagnosis of ADHD, General information about ADHD and Treatment of ADHD) with adequate internal consistency (Omega values ranged between .83 and .91) and temporal stability indices (Spearman’s Rho correlation values ranged between .62 and .79). Furthermore, evidence of convergent and external validity was obtained. Results suggest that the MAE-TDAH is a valid and reliable measure when it comes to evaluating teachers’ level of knowledge of ADHD.

Keywords

validityreliabilityteachersknowledge of ADHD
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 17 , 2014 , E75
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2014 

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