Conocimientos, concepciones erróneas y lagunas de los docentes españoles/italianos y estudiantes acerca del trastorno por déficit de atención e hiperactividad

Nuria  Martínez Boix; Joshua Collado Valero; Arancha Orts Roche; María Redondo Navarro; Sergio Fernández García; Manuel Torrecillas Martínez; Ignasi Navarro Soria

doi:10.14198/DCN.24671

Autores/as

Nuria Martínez Boix Universidad Internacional de La Rioja (UNIR), España https://orcid.org/0000-0003-2141-3835
Joshua Collado Valero Universidad Internacional de La Rioja (UNIR), España https://orcid.org/0000-0002-8171-1511
Arancha Orts Roche Universidad Internacional de Valencia, España https://orcid.org/0009-0003-8701-3030
María Redondo Navarro Universidad Internacional de Valencia, España https://orcid.org/0009-0000-4987-2414
Sergio Fernández García Universidad Internacional de La Rioja (UNIR), España https://orcid.org/0000-0003-3359-9024
Manuel Torrecillas Martínez Universidad Internacional de La Rioja (UNIR), España https://orcid.org/0000-0002-9994-695X
Ignasi Navarro Soria Universidad Internacional de La Rioja (UNIR), España https://orcid.org/0000-0001-5966-9604

DOI:

https://doi.org/10.14198/DCN.24671

Palabras clave:

Trastorno por déficit de atención e hiperactividad, conocimientos de los docentes/estudiantes, concepciones erróneas del TDAH, cuestionario KADDS

Resumen

El presente estudio se ha ocupado de examinar los conocimientos (aciertos), concepciones erróneas (fallos) y lagunas (no sé) sobre el Trastorno por Déficit de Atención e Hiperactividad (TDAH) en base a tres áreas de contenido específicas: información general, sintomatología y tratamiento. Para ello, se ha empleado el cuestionario del KADDS (Knowledge of Attention Deficit Hyperactivity Disorder), cumplimentado por un total de 58 maestros/as españoles y boloñeses y 53 estudiantes. Los resultados del KADDS respecto a los docentes muestran un porcentaje de aciertos del 47,3%, 39,2% en fallos y 13,2% en lagunas. En estudiantes el porcentaje es del 56,6%, 26,6% y 16,8% respectivamente. Se observan diferencias entre el profesorado español e italiano. Respecto al porcentaje de aciertos, los docentes españoles puntúan menos en las tres áreas respecto a los docentes italianos: información general (54,5% vs. 78,4%), sintomatología (63,2% vs. 77%) y tratamiento (50,1% vs. 72,7%). Además, se observa que los docentes con estudios específicos en educación especial puntúan mejor en las tres áreas. Debido a la alta prevalencia del TDAH y el posible desconocimiento para su diagnóstico, manejo y tratamiento, sería recomendable una mayor formación a los docentes.

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