Evaluation of Elementary School Teachers’ Knowledge about Signs and Symptoms of Attention Deficit Hyperactivity Disorder in AL-Diwaniyah City

Background: ADHD is the most common emotional, cognitive, and behavioral disorder in childhood; according to the fifth edition of the diagnostic and statistical manual of mental disorder. It is typically diagnosed in the primary school years when the expectations for behavioral and social academic and performance (following rules, sitting quietly paying attention, working cooperative and productively so on) became problematic. Objective(s): This study aimed toevaluate elementary school teachers knowledge about signs and symptoms of Attention Deficit Hyperactivity Disorder in AL-Diwaniyah City. Methodology: A quantitative research, descriptive correlational design was used in this study, the study conducted on teachers at elementary schools in AL-Diwaniyah City from (20th September 2021 to 30th June, 2022) to evaluate of elementary school teachers knowledge about signs and symptoms of attention deficit hyperactivity disorder. The sample consist of (354) elementary school teachers were participated in the study. A non-probability sampling (convenience sample). The sample size was detected by using the sample size formula which is obtained from Steven K. Thompson, (2012). To determine the effect sample size regarding the population size. Results: The findings reveals that 62.7% of teachers show fair level of knowledge about signs and symptoms of attention deficit hyperactivity disorders (10.393.765). Conclusion: Teachers knowledge about signs and symptoms of ADHD among the study sample were not sufficient and teachers showed that they need more experiences to deal with such disorders. Recommendations: Elementary school teachers should be trained in identify ADHD symptoms as well as in behavioural management and academic interventions