Attention deficit hyperactivity disorder(ADHD)in EFL classrooms: Elementary school English teachers' knowledge of ADHD, classroom management and teaching strategies

Research conducted on Attention Deficit/Hyperactivity Disorder (ADHD) so far has revealed that approximately one child in every classroom is estimated to have ADHD. The symptoms of ADHD are present in children as young as 2-3 years old; however, the disorder is most commonly diagnosed in the elementary school years when the demands of school expose the problem. The most common age of diagnosis is 7 years old. Therefore, it is essential that elementary school English teachers are equipped with the necessary information about the disorder to effectively teach these students. 252 elementary school English teachers, all of whom were EFL teachers in state schools, completed a survey containing information on demographic characteristics, a questionnaire on their knowledge of ADHD and a survey on their educational interventions for students with ADHD. 10 teachers were selected from among the 252 teachers and were interviewed in order to collect further data for the study. Results indicated that the teachers' mean scores on the Knowledge of Attention Deficit Disorders Scale (KADDS) were 18,23 out of 34 points. Findings from both Teacher Intervention Survey (TIS) and the semi-structured interview revealed that the teachers performed better in the instructional management category. This category notably included the strategies of physical arrangement of the classroom, structure of the classroom, varied presentation and format of materials and use of cues, prompts and attention checks. Teachers underperformed in behavior management category, notably including token economy, response cost, time-out from positive reinforcement, home –based contingencies and self-management. The results also revealed that the teachers generally perceived more barriers to the implementation of interventions that fell under the category of behavior management. Findings revealed that teachers need more effective training about ADHD in order to improve the theoretical and practical knowledge about the disorder. It is worth mentioning that school counselors and other service providers need to reconsider the factors that may have a contributing effect on the knowledge of ADHD and implementation of strategies. Keywords: Attention deficit hyperactivity disorder (ADHD), elementary school English teachers, state schools, knowledge of ADHD, educational interventions