Effectiveness of Planned Teaching Programme in Terms of Knowledge of Teachers on Attention Deficit Hyperactivity Disorder in Children

• Main Authors: Neelam Narula, Santosh Mehta, Sunita Patney
• Format: Article
• Language: English
• Published: JCDR Research and Publications Private Limited 2020-03-01
• Series: Journal of Clinical and Diagnostic Research
• Subjects: diagnostic statistical manual v criteria; prevalence; primary school children
• Online Access: https://jcdr.net/articles/PDF/13584/40541_CE[Ra1]_F(KM)_PF1(AG_SHU)_PFA(SHU)_PB(AG_SHU)_PN(SL).pdf

Introduction: Attention Deficit Hyperactivity Disorder (ADHD) is a neurological and psychiatric condition which mainly affects school going children, adolescent and even adults. There is a constant prototype of inattention, hyperactivity or both. Such children suffer from numerous types of behavioural problems. Aim: To identify children (6-9 years) with symptoms of ADHD and to evaluate the effectiveness of Planned Teaching Programme (PTP) in terms of knowledge of teachers on ADHD. Materials and Methods: A quasi experimental pre-test and post design study was conducted in the Frank Anthony Public School, Lajpat Nagar, New Delhi, India. The study duration was from December 2015 to March 2016. Total of 40 teachers and 100 children were included. A structured knowledge questionnaire and standard Diagnostic Statistical Manual (DSM)- V criteria was used for collection of data. Mean, median and standard deviation value of pre-test and post-test knowledge scores of teachers were calculated and chi-square values were obtained to find association between post-test knowledge score of teachers on ADHD and selected demographic factors. The p-value <0.05 was taken as level of significance. Results: The prevalence of ADHD in study population was 4%. Most of the teachers (65%) were in the age group of 35 years and above with the mean age being 36.53±5.90 years. Majority (55%) of children included under study fall under the age group 8-9 years followed by 45% in the age group 6-7 years. The mean post-test knowledge scores of teachers were higher than mean pre-test knowledge score and the obtained mean difference of 9.31 was found to be statistically significant. A significant association was observed between post-test knowledge scores and professional education and years of teaching experience (p<0.05). Conclusion: Planned teaching programme was effective in enhancing the knowledge of the teachers regarding ADHD and early identification of children presenting with symptoms of ADHD should be made as it is effective in a scenario like that of India to reduce the burden on society and health care system.