Elementary School Teachers' Knowledge of Tourette Syndrome, Obsessive-Compulsive Disorder, & Attention-Deficit/Hyperactivity Disorder: Effects of Teacher Training

Susan W. White, Denis G. Sukhodolsky, Adrienne L. Rains, Denise Foster, Joseph F. McGuire, Lawrence Scahill

Research output: Contribution to journalArticlepeer-review

Abstract

This study examined elementary school teachers' knowledge about Tourette syndrome and the related conditions of Obsessive-compulsive Disorder (OCD) and Attention Deficit Hyperactivity Disorder (ADHD) before and after a 2-h teacher training workshop. Teachers (n=134) from five schools participated in the knowledge assessment. Fifty two (52) teachers completed a post-test 6 weeks later. At Time 1, teachers' knowledge about Tourette syndrome and related conditions was variable. Knowledge did not appear to be affected by teachers' age, gender, years of teaching or prior experience with these disorders. Teachers who attended the workshop showed an average 5% increase in knowledge (p<.001). Teachers who scored below the median on pretest showed a 12% increase on the post-test. That the 2-h workshop showed greatest benefit for teachers who scored lower on pre-test, suggests that staff training could be guided by pre-test results.

Original languageEnglish (US)
Pages (from-to)5-14
Number of pages10
JournalJournal of Developmental and Physical Disabilities
Volume23
Issue number1
DOIs
StatePublished - Feb 2011
Externally publishedYes

Keywords

  • Attention-Deficit/Hyperactivity Disorder
  • Children
  • Obsessive-Compulsive Disorder
  • Teacher training
  • Tourette syndrome

ASJC Scopus subject areas

  • Physical Therapy, Sports Therapy and Rehabilitation
  • Developmental and Educational Psychology

Fingerprint

Dive into the research topics of 'Elementary School Teachers' Knowledge of Tourette Syndrome, Obsessive-Compulsive Disorder, & Attention-Deficit/Hyperactivity Disorder: Effects of Teacher Training'. Together they form a unique fingerprint.

Cite this