Community survey of attention-deficit / hyperactivity disorder among primary school pupils in Benin City, Nigeria

Both the quality and quantity of teachers’ experiences of self-competence in dealing with pupils with symptoms of Attention Deficit Hyperactivity Disorder have been the subject of a great deal of research. The permanent monitoring of the levels at which teachers accomplish such competencies, which have a positive effect on the improvement of teaching, is one of the tasks of educational science. The present paper determines how teachers self-assess their efficacy in teaching pupils with behavioural difficulties based on the pupils’ symptoms of attention disorder and hyperactivity. Primary school teachers from 12 counties of the Republic of Croatia participated in the research. The teachers provided data for a total of 1,383 pupils in whom they subjectively detected behavioural difficulties. The research reveals that the characteristics of the pupil best predict the teacher’s self-efficacy. More time spent in the classroom with the teacher, better academic achievement, and a lower school grade indicate higher self-efficacy in teachers.

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The Prevalence of Attention Deficit/Hyperactivity Disorder (ADHD) among Primary School Pupils of Benin Metropolis, Nigeria

Journal of Human Ecology ◽

10.1080/09709274.2007.11906041 ◽

2007 ◽

Vol 22 (4) ◽

pp. 317-322 ◽

Cited By ~ 3

Author(s):

E. O. Egbochuku ◽

M.I. Abikwi

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Primary School ◽

Attention Deficit ◽

Hyperactivity Disorder ◽

Primary School Pupils

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Does the Age of Beginning Primary School Affect Attention Deficit Hyperactivity Disorder Symptoms?

PEDIATRICS ◽

10.1542/peds.137.supplement_3.108a ◽

2016 ◽

Vol 137 (Supplement 3) ◽

pp. 108A-108A

Author(s):

Sule Yazgan ◽

Sebla Gokce ◽

Yanki Yazgan ◽

Burcu Ayaz ◽

Esengul Kayan ◽

...

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Primary School ◽

Attention Deficit ◽

Hyperactivity Disorder

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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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