scholarly journals Effect of attention-deficit–hyperactivity-disorder training program on the knowledge and attitudes of primary school teachers in Kaduna, North West Nigeria

2017 ◽  
Vol 11 (1) ◽  
Author(s):  
Dupe Lasisi ◽  
Cornelius Ani ◽  
Victor Lasebikan ◽  
Lateef Sheikh ◽  
Olayinka Omigbodun
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Primary School ◽  
Training Program ◽  
Attention Deficit ◽  
School Teachers ◽  
Primary School Teachers ◽  
North West ◽  
Hyperactivity Disorder ◽  
Knowledge And Attitudes

A STUDY TO ASSESS THE EFFECTIVENESS OF STRUCTURED TEACHING PROGRAMME ON KNOWLEDGE REGARDING SELECTED COGNITIVE BEHAVIORAL THERAPY FOR ATTENTION DEFICIT HYPERACTIVITY DISORDER AMONG PRIMARY SCHOOL TEACHERS, BANGALORE, KARNATAKA, INDIA

2021 ◽  
Vol 12 (4) ◽  
pp. 100-103
Author(s):  
Nuri Rai ◽  
A Jebarna Kiruba Mary
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Cognitive Behavioral Therapy ◽  
Primary School ◽  
Attention Deficit ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Programme ◽  
Hyperactivity Disorder

The present study has been conducted with the aim of assessing the effectiveness of structured teaching programme regarding knowledge on selected cognitive behavioral therapy for attention deficit hyperactivity disorder among primary school teachers. An evaluative approach was adopted for the study. The research design chosen for the study was a pre-experimental one-group pre-test and post-test. 40 primary school teachers who met the inclusion criteria were selected through purposive sampling. A structured questionnaire was provided to assess the knowledge regarding selected cognitive behavioral therapy for attention deficit hyperactivity disorder. The overall pre-test result shows 45 % of the respondents possesses inadequate knowledge and 52.5 % of the respondents possess moderate knowledge and remaining 2.5 % of the respondent possess adequate knowledge. Whereas, in the post-test results 62.5 % of them had adequate knowledge and 37.5 % had moderate knowledge. The overall findings of the study clearly showed that the structured teaching programme was significantly effective in improving the knowledge regarding selected cognitive behavioral therapy for attention deficit hyperactivity disorder among primary school teachers. Conducting a structured teaching programme would be effective in increasing the knowledge of respondents.

Knowledge and Behavior of Primary School Teachers Towards Attention Deficit Hyperactivity Disorder

2013 ◽  
Vol 35 (3) ◽  
pp. 136-138
Author(s):  
Hala A. Malik Al-Hakeem ◽  
Saba’a Naji Al-Othman ◽  
Latifa Mohamed Al-Jamea ◽  
Ghaida Abdulla Radhi ◽  
Shaikha A. Rahman Bu-Ali ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Primary School ◽  
Attention Deficit ◽  
School Teachers ◽  
Primary School Teachers ◽  
Hyperactivity Disorder ◽  
And Behavior

scholarly journals Knowledge and Misperception of Attention Deficit Hyperactivity Disorder (ADHD) among the Primary School Teachers of Vadodara District, Gujarat, India

2021 ◽  
pp. 1-7
Author(s):  
Anupsinh H Chhasatia ◽  
Lakhan R Kataria ◽  
Induben R Kataria
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Primary School ◽  
Attention Deficit ◽  
Private School ◽  
Attention Deficit Disorder ◽  
Explicit Knowledge ◽  
School Teachers ◽  
Primary School Teachers ◽  
Hyperactivity Disorder ◽  
Significant Difference

Background and Aim: Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most commonly diagnosed psychiatric disorders of childhood. Teachers can play a key role in identifying and supporting students with ADHD. In order to fulfill this important role, teachers must have explicit knowledge about ADHD. Teachers are seen as one of the most valuable sources of information concerning the referral and diagnosis of ADHD. They also have the responsibility for creating an environment conducive to academic, social, and emotional success for children with ADHD. This study was aimed at assessing the knowledge and misperceptions of ADHD of primary school teachers in the Vadodara district of Gujarat, India. Materials & Methods: Total 491 school teachers participated in the study. The Knowledge of Attention Deficit Disorder Scale (KADDS) along with a demographic questionnaire was used as the survey instruments to collect data. Descriptive statistics and correlation tests were used to analyze the data. Result: Results indicated that teachers’ knowledge of ADHD was insufficient. A significant difference in knowledge was found between Urban & Rural (0.00429); Gujarati & English medium school teachers (p=0.0013); Government & private school teachers (p=0.001). Conclusion: Lack of knowledge & prevalence of misperception is obvious in primary school teachers who are the first responders of such patients (kids). Improving teachers’ standards & understanding can help significantly in early diagnosis & improving the outcome.

scholarly journals Knowledge of attention-deficit hyperactivity disorder among the general public, parents, and primary school teachers

Medicine ◽  
2021 ◽  
Vol 100 (12) ◽  
pp. e25245
Author(s):  
Lai-Chu See ◽  
Hsin-Mei Li ◽  
Kuo-Yu Chao ◽  
Chia-Chi Chung ◽  
Pei-Ru Li ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Primary School ◽  
Attention Deficit ◽  
General Public ◽  
School Teachers ◽  
Primary School Teachers ◽  
Hyperactivity Disorder
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