Transtorno do d?ficit de aten??o e hiperatividade : conhecimento dos professores, adapta??o e evid?ncias de validade da escala kadds e caracter?sticas diagn?sticas em crian?as
Ano de defesa: | 2020 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontif?cia Universidade Cat?lica do Rio Grande do Sul
|
Programa de Pós-Graduação: |
Programa de P?s-Gradua??o em Psicologia
|
Departamento: |
Escola de Ci?ncias da Sa?de e da Vida
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede2.pucrs.br/tede2/handle/tede/9903 |
Resumo: | Studies carried out in several countries point to the teachers' lack of knowledge about Attention Deficit Hyperactivity Disorder (ADHD), an increase in prevalence in children and adolescents and, at the same time, an increase in erroneous diagnoses. For these reasons, the present doctoral thesis aims to assess the level of knowledge of public-school teachers in Rond?nia about Attention Deficit Hyperactivity Disorder (ADHD) and to assess the characteristics of ADHD diagnoses performed in children. To this end, five studies were developed, one theoretical and four empirical - presented in the format of articles. The first article presents the result of a systematic literature review that aimed to assess the level of knowledge of basic education teachers about ADHD. A total of 22 studies were selected and the results indicate that teachers have a low level of knowledge and, in rare cases, only average about ADHD. The second article presents the adaptation of the Knowledge of Attention Deficit Disorders Scale (KADDS) to the Portuguese language, in Brazil. As a result of this study, we present the Knowledge of Attention Deficit Disorders Scale - Brazil (KADDS-Br) to be applied to Brazilian teachers. The third article investigated aspects of validity of KADDS-Br in a sample of 202 teachers in 18 municipalities, investigating its psychometric properties and internal consistency in the three subscales: general characteristics, symptoms/diagnosis, and treatment. The results indicated factor loads ranging from 0.33 to 0.87 and the adjustment indices were estimated CFI = (0.954), TLI = (0.951), RMSEA = (0.039) and the estimated reliability measures of Cronbach's alpha = 0.90, Omega = 0.80 and Avevar = 0,40. This study corroborated the construct's validity and reliability of the scale. The fourth article assessed the level of knowledge of teachers in Rond?nia using KADDS-Br as an instrument. The responses to the items indicated knowledge about ADHD in 52.67% of the participants, with satisfactory knowledge about the domains evaluated in the subscales: general characteristics (46.45%), symptoms/diagnosis (69.54%) and treatment (48, 95%). Study five evaluated the characteristics of ADHD diagnoses performed in children. The neurology specialty was responsible for 75.63% of ADHD diagnoses and 66.6% of the reports/diagnosis do not inform the adopted protocol, tests or exams performed. In 39.9% of cases, children had comorbidities and the most prescribed medication was Methylphenidate Hydrochloride (Ritalin) in 55.9% of cases. Clinical diagnoses fulfill their role in identifying ADHD disorder, but there is an urgent need to improve the quality of the information contained in the reports/diagnosis. The results of this thesis: (1) provide an instrument to assess teachers' knowledge about ADHD in our environment; (2) identify important gaps in teachers' knowledge about the characteristics, symptoms and treatment options for ADHD; and (3) reveal limitations in establishing the diagnosis of ADHD among students in public schools in Rond?nia. |
id |
P_RS_9902a778fce6fd032bb4f6a25401fff0 |
---|---|
oai_identifier_str |
oai:tede2.pucrs.br:tede/9903 |
network_acronym_str |
P_RS |
network_name_str |
Biblioteca Digital de Teses e Dissertações da PUC_RS |
repository_id_str |
|
spelling |
Kristensen, Christian Haaghttp://lattes.cnpq.br/5005514832873485http://lattes.cnpq.br/2925756238679375Silva, Marcos Ant?nio Shreder da2021-10-07T13:55:26Z2020-12-10http://tede2.pucrs.br/tede2/handle/tede/9903Studies carried out in several countries point to the teachers' lack of knowledge about Attention Deficit Hyperactivity Disorder (ADHD), an increase in prevalence in children and adolescents and, at the same time, an increase in erroneous diagnoses. For these reasons, the present doctoral thesis aims to assess the level of knowledge of public-school teachers in Rond?nia about Attention Deficit Hyperactivity Disorder (ADHD) and to assess the characteristics of ADHD diagnoses performed in children. To this end, five studies were developed, one theoretical and four empirical - presented in the format of articles. The first article presents the result of a systematic literature review that aimed to assess the level of knowledge of basic education teachers about ADHD. A total of 22 studies were selected and the results indicate that teachers have a low level of knowledge and, in rare cases, only average about ADHD. The second article presents the adaptation of the Knowledge of Attention Deficit Disorders Scale (KADDS) to the Portuguese language, in Brazil. As a result of this study, we present the Knowledge of Attention Deficit Disorders Scale - Brazil (KADDS-Br) to be applied to Brazilian teachers. The third article investigated aspects of validity of KADDS-Br in a sample of 202 teachers in 18 municipalities, investigating its psychometric properties and internal consistency in the three subscales: general characteristics, symptoms/diagnosis, and treatment. The results indicated factor loads ranging from 0.33 to 0.87 and the adjustment indices were estimated CFI = (0.954), TLI = (0.951), RMSEA = (0.039) and the estimated reliability measures of Cronbach's alpha = 0.90, Omega = 0.80 and Avevar = 0,40. This study corroborated the construct's validity and reliability of the scale. The fourth article assessed the level of knowledge of teachers in Rond?nia using KADDS-Br as an instrument. The responses to the items indicated knowledge about ADHD in 52.67% of the participants, with satisfactory knowledge about the domains evaluated in the subscales: general characteristics (46.45%), symptoms/diagnosis (69.54%) and treatment (48, 95%). Study five evaluated the characteristics of ADHD diagnoses performed in children. The neurology specialty was responsible for 75.63% of ADHD diagnoses and 66.6% of the reports/diagnosis do not inform the adopted protocol, tests or exams performed. In 39.9% of cases, children had comorbidities and the most prescribed medication was Methylphenidate Hydrochloride (Ritalin) in 55.9% of cases. Clinical diagnoses fulfill their role in identifying ADHD disorder, but there is an urgent need to improve the quality of the information contained in the reports/diagnosis. The results of this thesis: (1) provide an instrument to assess teachers' knowledge about ADHD in our environment; (2) identify important gaps in teachers' knowledge about the characteristics, symptoms and treatment options for ADHD; and (3) reveal limitations in establishing the diagnosis of ADHD among students in public schools in Rond?nia.Estudos realizados em diversos pa?ses apontam para a falta de conhecimento dos professores sobre Transtorno de D?ficit de Aten??o e Hiperatividade (TDAH), aumento na preval?ncia em crian?as e adolescentes e, ao mesmo tempo, aumento de diagn?sticos realizados erroneamente. Por esses motivos, a presente tese de doutorado tem como objetivo avaliar o n?vel de conhecimento dos professores das escolas p?blicas de Rond?nia sobre o TDAH, e avaliar as caracter?sticas dos diagn?sticos de TDAH realizados nas crian?as. Para tanto, foram desenvolvidos cinco estudos, sendo um te?rico e quatro emp?ricos ? apresentados no formato de artigos. No primeiro artigo ? apresentado o resultado de uma revis?o sistem?tica da literatura, objetivando-se avaliar o n?vel de conhecimento dos professores da educa??o b?sica sobre o TDAH. Um total de 22 estudos foram selecionados, e os resultados indicam que os professores possuem um n?vel de conhecimento baixo, e, em raros casos, apenas mediano, acerca do TDAH. O segundo artigo apresenta a adapta??o da Knowledge of Attention Deficit Disorders Scale (KADDS) para a l?ngua Portuguesa, no Brasil. Como resultado deste estudo, apresentamos a Knowledge of Attention Deficit Disorders Scale - Brazil (KADDS-Br), para ser aplicada com professores brasileiros. No terceiro artigo, investigou-se aspectos de validade da KADDS-Br em uma amostra de 202 professores em 18 munic?pios, investigando suas propriedades psicom?tricas e consist?ncia interna nas tr?s subescalas: caracter?sticas gerais, sintomas/diagn?stico e tratamento. Os resultados indicaram cargas fatoriais variando entre 0,33 a 0,87, e os ?ndices de ajuste foram reestimados: CFI = (0,954), TLI = (0,951), RMSEA = (0,039). As medidas de fidedignidade estimadas de alpha de Cronbach = 0,90, Omega = 0,80 e Avevar = 0,40. Este estudo corroborou para a validade de construto e a fidedignidade da escala. No quarto artigo, avaliou-se o n?vel de conhecimento dos professores de Rond?nia, usando como instrumento a KADDS-Br. As respostas aos itens indicaram conhecimento sobre o TDAH em 52,67% dos participantes, com conhecimentos satisfat?rios sobre os dom?nios avaliados nas subescalas: caracter?sticas gerais (46,45%), sintomas/diagn?stico (69,54%) e tratamento (48,95%). Atrav?s do estudo cinco, avaliou-se as caracter?sticas dos diagn?sticos de TDAH realizados nas crian?as. A especialidade de neurologia foi a respons?vel por 75,63% dos diagn?sticos de TDAH e 66,6% dos laudos/diagn?stico n?o informam o protocolo adotado, testes ou exames realizados. Em 39,9% dos casos, as crian?as apresentaram comorbidades e o medicamento mais prescrito foi o Cloridrato de Metilfenidato (Ritalina), em 55,9% dos casos. Os diagn?sticos cl?nicos cumprem o seu papel de identificar o transtorno de TDAH, mas fazse premente melhorar a qualidade das informa??es contidas nos laudos/diagn?stico. Os resultados desta tese: (1) disponibilizam um instrumento para avalia??o do conhecimento dos professores sobre o TDAH em nosso meio; (2) identificam importantes lacunas no conhecimento dos professores sobre as caracter?sticas, os sintomas e as op??es de tratamento para o TDAH; e (3) revelam limita??es no estabelecimento do diagn?stico de TDAH nos alunos das escolas p?blicas de Rond?nia.Submitted by PPG Psicologia (psicologia-pg@pucrs.br) on 2021-10-06T18:09:54Z No. of bitstreams: 1 Tese Marcos - 04.10.2021 - FINAL.pdf: 3035910 bytes, checksum: 439191b97325d37606796a84c4ec5670 (MD5)Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2021-10-07T13:39:28Z (GMT) No. of bitstreams: 1 Tese Marcos - 04.10.2021 - FINAL.pdf: 3035910 bytes, checksum: 439191b97325d37606796a84c4ec5670 (MD5)Made available in DSpace on 2021-10-07T13:55:26Z (GMT). No. of bitstreams: 1 Tese Marcos - 04.10.2021 - FINAL.pdf: 3035910 bytes, checksum: 439191b97325d37606796a84c4ec5670 (MD5) Previous issue date: 2020-12-10application/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/182246/TES_MARCOS_ANTONIO_SHREDER_DA_SILVA_CONFIDENCIAL.pdf.jpgporPontif?cia Universidade Cat?lica do Rio Grande do SulPrograma de P?s-Gradua??o em PsicologiaPUCRSBrasilEscola de Ci?ncias da Sa?de e da VidaTDAHKADDSProfessoresConhecimentoADHDKADDSTeachersKnowledgeCIENCIAS HUMANAS::PSICOLOGIATranstorno do d?ficit de aten??o e hiperatividade : conhecimento dos professores, adapta??o e evid?ncias de validade da escala kadds e caracter?sticas diagn?sticas em crian?asinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisTrabalho ser? publicado como artigo ou livro60 meses07/10/202643823487806974363615005003411867255817377423info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILTES_MARCOS_ANTONIO_SHREDER_DA_SILVA_CONFIDENCIAL.pdf.jpgTES_MARCOS_ANTONIO_SHREDER_DA_SILVA_CONFIDENCIAL.pdf.jpgimage/jpeg4075http://tede2.pucrs.br/tede2/bitstream/tede/9903/4/TES_MARCOS_ANTONIO_SHREDER_DA_SILVA_CONFIDENCIAL.pdf.jpgd85fb78e30cd29a7cd5cd9ea5486b9c7MD54TEXTTES_MARCOS_ANTONIO_SHREDER_DA_SILVA_CONFIDENCIAL.pdf.txtTES_MARCOS_ANTONIO_SHREDER_DA_SILVA_CONFIDENCIAL.pdf.txttext/plain1965http://tede2.pucrs.br/tede2/bitstream/tede/9903/3/TES_MARCOS_ANTONIO_SHREDER_DA_SILVA_CONFIDENCIAL.pdf.txt1e9e14f3d043d00a69fc62fbb4e47046MD53ORIGINALTES_MARCOS_ANTONIO_SHREDER_DA_SILVA_CONFIDENCIAL.pdfTES_MARCOS_ANTONIO_SHREDER_DA_SILVA_CONFIDENCIAL.pdfapplication/pdf280567http://tede2.pucrs.br/tede2/bitstream/tede/9903/2/TES_MARCOS_ANTONIO_SHREDER_DA_SILVA_CONFIDENCIAL.pdfbdb9800279962b69a9154cc6c8a57febMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8590http://tede2.pucrs.br/tede2/bitstream/tede/9903/1/license.txt220e11f2d3ba5354f917c7035aadef24MD51tede/99032021-10-07 12:00:24.114oai:tede2.pucrs.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2021-10-07T15:00:24Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
Transtorno do d?ficit de aten??o e hiperatividade : conhecimento dos professores, adapta??o e evid?ncias de validade da escala kadds e caracter?sticas diagn?sticas em crian?as |
title |
Transtorno do d?ficit de aten??o e hiperatividade : conhecimento dos professores, adapta??o e evid?ncias de validade da escala kadds e caracter?sticas diagn?sticas em crian?as |
spellingShingle |
Transtorno do d?ficit de aten??o e hiperatividade : conhecimento dos professores, adapta??o e evid?ncias de validade da escala kadds e caracter?sticas diagn?sticas em crian?as Silva, Marcos Ant?nio Shreder da TDAH KADDS Professores Conhecimento ADHD KADDS Teachers Knowledge CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
Transtorno do d?ficit de aten??o e hiperatividade : conhecimento dos professores, adapta??o e evid?ncias de validade da escala kadds e caracter?sticas diagn?sticas em crian?as |
title_full |
Transtorno do d?ficit de aten??o e hiperatividade : conhecimento dos professores, adapta??o e evid?ncias de validade da escala kadds e caracter?sticas diagn?sticas em crian?as |
title_fullStr |
Transtorno do d?ficit de aten??o e hiperatividade : conhecimento dos professores, adapta??o e evid?ncias de validade da escala kadds e caracter?sticas diagn?sticas em crian?as |
title_full_unstemmed |
Transtorno do d?ficit de aten??o e hiperatividade : conhecimento dos professores, adapta??o e evid?ncias de validade da escala kadds e caracter?sticas diagn?sticas em crian?as |
title_sort |
Transtorno do d?ficit de aten??o e hiperatividade : conhecimento dos professores, adapta??o e evid?ncias de validade da escala kadds e caracter?sticas diagn?sticas em crian?as |
author |
Silva, Marcos Ant?nio Shreder da |
author_facet |
Silva, Marcos Ant?nio Shreder da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Kristensen, Christian Haag |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5005514832873485 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2925756238679375 |
dc.contributor.author.fl_str_mv |
Silva, Marcos Ant?nio Shreder da |
contributor_str_mv |
Kristensen, Christian Haag |
dc.subject.por.fl_str_mv |
TDAH KADDS Professores Conhecimento |
topic |
TDAH KADDS Professores Conhecimento ADHD KADDS Teachers Knowledge CIENCIAS HUMANAS::PSICOLOGIA |
dc.subject.eng.fl_str_mv |
ADHD KADDS Teachers Knowledge |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::PSICOLOGIA |
description |
Studies carried out in several countries point to the teachers' lack of knowledge about Attention Deficit Hyperactivity Disorder (ADHD), an increase in prevalence in children and adolescents and, at the same time, an increase in erroneous diagnoses. For these reasons, the present doctoral thesis aims to assess the level of knowledge of public-school teachers in Rond?nia about Attention Deficit Hyperactivity Disorder (ADHD) and to assess the characteristics of ADHD diagnoses performed in children. To this end, five studies were developed, one theoretical and four empirical - presented in the format of articles. The first article presents the result of a systematic literature review that aimed to assess the level of knowledge of basic education teachers about ADHD. A total of 22 studies were selected and the results indicate that teachers have a low level of knowledge and, in rare cases, only average about ADHD. The second article presents the adaptation of the Knowledge of Attention Deficit Disorders Scale (KADDS) to the Portuguese language, in Brazil. As a result of this study, we present the Knowledge of Attention Deficit Disorders Scale - Brazil (KADDS-Br) to be applied to Brazilian teachers. The third article investigated aspects of validity of KADDS-Br in a sample of 202 teachers in 18 municipalities, investigating its psychometric properties and internal consistency in the three subscales: general characteristics, symptoms/diagnosis, and treatment. The results indicated factor loads ranging from 0.33 to 0.87 and the adjustment indices were estimated CFI = (0.954), TLI = (0.951), RMSEA = (0.039) and the estimated reliability measures of Cronbach's alpha = 0.90, Omega = 0.80 and Avevar = 0,40. This study corroborated the construct's validity and reliability of the scale. The fourth article assessed the level of knowledge of teachers in Rond?nia using KADDS-Br as an instrument. The responses to the items indicated knowledge about ADHD in 52.67% of the participants, with satisfactory knowledge about the domains evaluated in the subscales: general characteristics (46.45%), symptoms/diagnosis (69.54%) and treatment (48, 95%). Study five evaluated the characteristics of ADHD diagnoses performed in children. The neurology specialty was responsible for 75.63% of ADHD diagnoses and 66.6% of the reports/diagnosis do not inform the adopted protocol, tests or exams performed. In 39.9% of cases, children had comorbidities and the most prescribed medication was Methylphenidate Hydrochloride (Ritalin) in 55.9% of cases. Clinical diagnoses fulfill their role in identifying ADHD disorder, but there is an urgent need to improve the quality of the information contained in the reports/diagnosis. The results of this thesis: (1) provide an instrument to assess teachers' knowledge about ADHD in our environment; (2) identify important gaps in teachers' knowledge about the characteristics, symptoms and treatment options for ADHD; and (3) reveal limitations in establishing the diagnosis of ADHD among students in public schools in Rond?nia. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-12-10 |
dc.date.accessioned.fl_str_mv |
2021-10-07T13:55:26Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://tede2.pucrs.br/tede2/handle/tede/9903 |
url |
http://tede2.pucrs.br/tede2/handle/tede/9903 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
4382348780697436361 |
dc.relation.confidence.fl_str_mv |
500 500 |
dc.relation.cnpq.fl_str_mv |
3411867255817377423 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Pontif?cia Universidade Cat?lica do Rio Grande do Sul |
dc.publisher.program.fl_str_mv |
Programa de P?s-Gradua??o em Psicologia |
dc.publisher.initials.fl_str_mv |
PUCRS |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Escola de Ci?ncias da Sa?de e da Vida |
publisher.none.fl_str_mv |
Pontif?cia Universidade Cat?lica do Rio Grande do Sul |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) instacron:PUC_RS |
instname_str |
Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
instacron_str |
PUC_RS |
institution |
PUC_RS |
reponame_str |
Biblioteca Digital de Teses e Dissertações da PUC_RS |
collection |
Biblioteca Digital de Teses e Dissertações da PUC_RS |
bitstream.url.fl_str_mv |
http://tede2.pucrs.br/tede2/bitstream/tede/9903/4/TES_MARCOS_ANTONIO_SHREDER_DA_SILVA_CONFIDENCIAL.pdf.jpg http://tede2.pucrs.br/tede2/bitstream/tede/9903/3/TES_MARCOS_ANTONIO_SHREDER_DA_SILVA_CONFIDENCIAL.pdf.txt http://tede2.pucrs.br/tede2/bitstream/tede/9903/2/TES_MARCOS_ANTONIO_SHREDER_DA_SILVA_CONFIDENCIAL.pdf http://tede2.pucrs.br/tede2/bitstream/tede/9903/1/license.txt |
bitstream.checksum.fl_str_mv |
d85fb78e30cd29a7cd5cd9ea5486b9c7 1e9e14f3d043d00a69fc62fbb4e47046 bdb9800279962b69a9154cc6c8a57feb 220e11f2d3ba5354f917c7035aadef24 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
repository.mail.fl_str_mv |
biblioteca.central@pucrs.br|| |
_version_ |
1796793251642998784 |