En sintesis, los resultados mas significativos del estudio senalan que los maestros disponen de escasos conocimientos sobre el TDAH, ya que han contestado correctamente a menos de la mitad de los items de la escala KADDS
. Este dato resulta sorprendente si se tiene en cuenta que el 83,87% de los docentes refirieron haber recibido algun tipo formacion sobre TDAH.
Spanish version of "The Knowledge of Attention Deficit Hyperactivity Disorder" (KADDS) (Jarque et al., 2007)
The Spanish version of KADDS has shown adequate internal consistency and some proofs of external validity (Jarque et al., 2007).
In order to obtain evidence of convergent validity we examined the relationships between the scores obtained in the different dimensions of the MAE-TDAH and the scores in equivalent dimensions of the Spanish version of the KADDS (Jarque et al., 2007).
Relationship between MAE-TDAH dimensions and those in the Spanish adaptation of the KADDS (Jarque et al., 2007)
The correlations between the scores obtained on the three comparable MAE-TDAH and Spanish adaptation of the KADDS (Jarque et al., 2007) dimensions ranged between r = .39 and r = .58 (p < .01 in all cases).
Moreover, convergent validity was examined by calculating the existing correlations between the comparable dimensions of the MAETDAH and the Spanish adaptation of the KADDS (Jarque et al., 2007).
(2007), who note that the scores obtained by teachers in the different sub-scales of the Spanish version of the KADDS correlate with their perceived capacity to effectively teach children with ADHD variable, among others.