Knowledge and Attitude of Primary School Teachers in Tehran/Iran towards ADHD and SLD
Bibliographic record
Abstract
<p>The purpose of this study was to assess the knowledge and attitude of primary school teachers in Tehran (Iran) towards attention deficit hyperactivity disorder (ADHD) and specific learning disability (SLD). This study was conducted on 205 primary school teachers in Tehran. Using multi-stage sampling, 25 schools were selected randomly. The selected teachers completed a self-report questionnaire on knowledge and attitude towards ADHD and SLD. They were found to have average knowledge of as well as mostly neutral attitudes towards SLD and ADHD. There was a positive significant relationship between knowledge and attitude scores of the participants on the two disorders. Regarding students with ADHD or SLD, instead of referring to specialists, most teachers chose to inform the parents. Our findings mainly indicate average knowledge and attitude scores for both ADHD and SLD-compared to lower findings in previous studies. Those responsible for organizing and holding in-service training workshops on these issues need to have complete mastery and up-to-date information. It is necessary that the results of such studies be used in educational planning and policy making in the Ministry of Education. </p>
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".