This Brief addresses the causes assessment and treatment of ADHD in Lebanese schoolchildren.
It details how the disorder is currently defined in Lebanese elementary schools and examines
schoolteachers' understanding of and conceptions about ADHD across three domains: general
knowledge symptoms and diagnosis and treatment. This concise volume presents the authors'
research into Lebanese schoolteachers' knowledge of ADHD and their ability and readiness to
address the psychological and academic needs of their students who have been diagnosed with the
disorder. In addition the Brief explores the teachers' ability to identify ADHD subtypes in
relation to a student's gender within the Lebanese context emphasizing the differing
sociocultural expectations in the behaviors of boys and girls. Current procedures for
identifying ADHD in Lebanon. Lebanese teachers' knowledge about ADHD their misconceptions and
factors that influence their opinions. Biases toward and confusion about disorders on the basis
of perceived gender differences. ADHD assessment and implementation strategies for Lebanese
special education professionals. Research questions design and methods as well as data
collection and analysis procedures used in the study. ADHD in Lebanese Schools is an essential
resource for researchers professionals and policymakers and graduate students in such
interrelated fields as school psychology educational psychology and social work.
