الفهرس 
IntroductionOnly 14 pages are availabe for public view
 |  | from | 120 |  |  |
| | | from | 120 | | |
Abstract
Attention deficit hyperactivity disorder (ADHD) is the most common neurobehavioral disorder in children and is characterized by developmentally inappropriate levels of inattention, hyperactivity and impulsivity resulting in functional impairment in multiple settings. In order for an individual to be diagnosed with ADHD, the characteristics must have been present for a period of not less than six months, must have occurred before the age of 12 and must have been demonstrated across at least two settings (e.g., home and school) (American Psychiatric Association, 2013). Centers for disease control and prevention (CDC) reported that the number of school-aged children diagnosed with ADHD has steadily increased by 42% between 2003 and 2011, and has annually increased by 5% each year, implying that at least one child in an average- sized classroom will have the disorder (CDC, 2014).Children with ADHD often face their greatest challenges at school which lead to academic underachievement and social problems such as poor relationships with peers and teachers (Martin, 2014; Taanila et al., 2014). Teachers have false ideas or gaps in their knowledge of ADHD, which causes them to behave inappropriately in the classroom. In this regard, it is imperative that teachers should be knowledgeable about this disorder and has an understanding of the skills required in working with students with ADHD in the regular classroom setting (Soroa, Balluerka, & Gorostiaga, 2012). The aim of the study was to assess teachers’ knowledge about attention deficit hyperactivity disorder (ADHD) among primary school children. Cross sectional analytical design was used to achieve the aim of the study. The study was conducted at nine primary schools in two villages (El Batanon &Kafr-Tunbdy) at Shebin El Koum district in Menoufia Governorate. Simple random sample of 500 primary school teachers were included in the study.