<![CDATA[Limited knowledge and skills among early childhood education (ECE) teachers in identifying and managing children with symptoms of Attention Deficit Hyperactivity Disorder (ADHD) may hinder appropriate educational support. Previous studies have primarily focused on teachers' knowledge or attitudes toward ADHD, while comprehensive needs assessments to support the development of identification and intervention guidelines remain limited. This study aimed to analyze ECE teachers' needs regarding early identification and intervention as the basis for developing a practical guideline. A mixed-methods approach with an explanatory sequential design was employed. The participants were 69 ECE teachers in Prambanan District selected through total sampling and several interview informants selected purposively. Data were collected using a Likert-scale questionnaire and interviews and analyzed using descriptive statistics and thematic analysis. The findings showed that teachers frequently encountered children with ADHD symptoms, but their understanding was limited and identification practices remained informal without standardized instruments. Teachers also experienced challenges in classroom management, limited instructional time, and insufficient parental support. Most teachers lacked adequate guidelines and expressed a strong need for practical, context-specific guidance. These findings provide an empirical basis for developing early identification and intervention guidelines to improve ECE teachers' competence in supporting children with ADHD symptoms.]]>
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