Prevalence of attention deficit hyperactivity disorder in schoolchildren in the city of Salvador, Bahia, Brazil

BACKGROUND: Attention deficit hyperactivity disorder (ADHD) is the most common neuropsychiatric disorder of infancy and one of the most prevalent chronic diseases found in schoolchildren. OBJECTIVE: To evaluate the prevalence of ADHD in schoolchildren through the use of a questionnaire responded by school-teachers. METHOD: A total of 774 children enrolled in the public and private school systems were evaluated. The diagnostic instrument used was a Teacher ADHD scale. RESULTS: Results showed that 6.7% of children were considered highly likely to have the disorder. Of the more severe cases of ADHD, the hyperactive-impulsive subtype was more frequently identified in girls, while the inattentive subtype was more prevalent among boys. CONCLUSION: The symptoms of attention deficit in hyperactive children may be underestimated by teachers since the symptoms of hyperactivity are more noticeable and disruptive.

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

International Neuropsychiatric Disease Journal ◽

10.9734/indj/2021/v16i230168 ◽

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.

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Awareness Regarding Attention Deficit Hyperactivity Disorder Among Teachers of Selected Schools in Municipality of Rupandehi

Journal of Psychiatrists Association of Nepal ◽

10.3126/jpan.v9i1.31338 ◽

2020 ◽

Vol 9 (1) ◽

pp. 53-58

Author(s):

S Bhattarai ◽

CK Bhusal ◽

AB Jaishi

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Attention Deficit ◽

Private School ◽

Teaching Experience ◽

Sampling Technique ◽

Impulsive Behavior ◽

School Teachers ◽

Normal Children ◽

Cross Sectional ◽

Hyperactivity Disorder

Introduction: Attention Deficit Hyperactivity Disorder (ADHD) is a chronic condition that affects millions of children and often continues into adulthood which includes a combination of persistent problems such as difficulty sustaining attention, hyperactivity and impulsive behavior. The aim of the study was to find out teachers awareness regarding ADHD. Material And Method: Descriptive cross-sectional study was used to find out awareness regarding ADHD among 77 teachers. Three private school were selected using simple random sampling technique, among them seventy seven primary school teachers were selected as a study sample by using enumerative method. Data was collected by pretested self-administered semi-structured questionnaire and the collected data was analyzed by using descriptive and inferential statistics with Statistical Package for Social Sciences (SPSS) Software version 20. Results: Ninety three percent of respondents had awareness that attention deficit hyperactivity disorder (ADHD) vary from person to person, 59.74% of respondents knew child with ADHD has a lower intelligence quotient than normal children. Sixty one percent of respondents had awareness that prolonged emotional disturbances as a risk factor of ADHD, 59.74% of the respondents had awareness that can't sit for long period to pay attention as symptom of ADHD and 64.94% of the respondents had awareness regarding teachers are the effective person for training of ADHD. Majority of the respondents had low awareness (55.84%) regarding ADHD. There was statistically significant association between awareness level regarding attention deficit hyperactivity disorder and years of teaching experience (p=0.043). Conclusion: It is concluded that awareness regarding ADHD is inadequate among teachers. Respondents had low awareness regarding management and risk factors of ADHD. Hence concerned authority should focus on organizing awareness programme on ADHD to school teachers.

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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

International Journal of Research in Ayurveda and Pharmacy ◽

10.7897/2277-4343.1204114 ◽

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.

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