Is the dsm-5 a culturally appropriate assessment tool for identifying learners with adhd in lebanese schools?

Abstract

This study explores counselors’ current perceptions of ADHD, the techniques they implement with students who display ADHD and the extent to which they believe the DSM-5 is a culturally appropriated tool for diagnosing Lebanese students with ADHD. Data were collected using mixed methods: (a) interview questions from the Teacher Knowledge of Attention Deficit Hyperactivity Disorder (KADDS), which were derived and modified to explore counselors’ perceptions of ADHD and the techniques they used when dealing with such students; and (b) questionnaires including the DSM-5 used as an assessment tool to indicate the extent to which counselors think that DSM-5 is culturally appropriate for the purpose of identifying ADHD students in Lebanon. The sample consisted of 20 Lebanese counselors from 20 schools (10 private and 10 public) in the area of Beirut. Counselors’ answers to the KADDS interview questions revealed several misconceptions and lack of knowledge in relation to two subscales: general knowledge and implemented techniques. Findings were reported and discussed. © 2019, International Journal of Special Education. All rights reserved.