SYNOPSIS
6. |BRIEF RESUME OF THE INTENDED WORK | |
| |Introduction |
| |Attention deficit hyperactivity disorder (ADHD) is a common childhood disorder characterized by inattention, hyperactivity, impulsivity,|
| |and cognitive, behavioural, and emotional deficits. ADHD is also closely related to learning disabilities, lack of self-control, and |
| |social skill deficits. Approximately half of ADHD children show overt symptoms by the time they are 5 years old, and most begin to |
| |display behavioural problems during the early school years when they have to follow instructions from teachers and obey school rules. |
| |Attention deficit hyperactive disorder may become a common learning disability. If this is so teachers may resort to punishing and |
| |bullying pupils with traces of ADHD without necessarily understanding the problems many of the pupils may be going through in the |
| |process of learning. In the school system no provisions have been made regarding these attention deficit/hyperactivity disorder pupils |
| |who may exhibit behaviour contrary to the expectation in a learning environment.1 |
| |6.1 Need for the study |
| |Attention deficit hyperactivity disorder is a very common disorder occurring in children between the ages of 5 – 12 yrs. It is |
| |characterized by persistent pattern of inattention and/or hyperactivity impulsivity that is more frequently displayed and more severe |
| |than is typically seen in individuals at a comparable level of development.. Attention deficit hyperactivity disorder (ADHD) comprises |
| |of an important childhood psychiatric disability, and is well characterised on the Diagnostic and Statistical Manual of Mental Disorders|
| |(DSM)-IV and International Classification of Disease (ICD)-10 criteria of psychiatric disorders. The prevalence of ADHD in India is |
| |approximated to be around 5%.2 |
| |A cross-sectional study was conducted among 238 children attending a child guidance clinic in Kolkata, India to show the prevalence of |
| |the disorder in the age group of 5 -12 years. The results of the study revealed that 37 were diagnosed as ADHD and prevalence of ADHD in|
| |paediatric clinic was 15.5%, the mean age of boys and girls with ADHD was 8.49 and 6.82 years respectively. Every day, five days a week,|
| |children spend most of their |
| |time in classrooms and other school settings. It is quite safe to assume that there will be atleast one child with ADHD in every |
| |classroom in every school. ADHD children are reported to have difficulty with self-control both at home and in school, to have a |
| |tendency to show aggressive behaviours, to suffer from low self-esteem, to have frequent fights with peers, to experience isolation in |
| |social situations, to display problems with under achievement, and to have learning disabilities.. The work of the teacher becomes much |
| |more demanding when some learners have ADHD, as their problems with attention span, impulse control and activity level frequently |
| |interfere with activities in the classroom and socially . Primary school teachers often does not undergo special training for the care |
| |of ADHD children and so are the vulnerable group. The outcome of such situation is usually determined by the personal efficacy and |
| |experience of the teacher.3 |
| |An empirical study was conducted to assess the knowledge and misperceptions of ADHD of primary school teachers in 35 primary schools in |
| |the periphery of the Cape Town. A demographic questionnaire was administered along with the KADDS (Knowledge of Attention Deficit |
| |Disorders Scale) to 824 teachers at 35 selected schools. The response rate was 67%. The study findings revealed that teachers overall |
| |knowledge of ADHD was poor (42.6%). The study revealed that overall knowledge of ADHD is significantly related to teachers sense of self|
| |efficacy . Both knowledge and attitude greatly determines the outcome of the diagnosis and treatment of ADHD. Hence it is highly |
| |important to identify the knowledge of primary school teachers regarding ADHD in children.4 |
| |The literature review and the researchers own experience helped her to identify that primary school teachers are having a lack of |
| |knowledge regarding ADHD in children and does not possess a positive attitude towards it. So the purpose of this study is that, the |
| |findings may throw light on knowledge and attitude of primary school teachers regarding ADHD among children thereby enabling them to |
| |identify the disorder early and in turn take appropriate measures in managing the disorder. So from the above descriptions, review of |
| |literature and her own personal experience, the researcher felt a need that a study has to be conducted on knowledge and attitude of |
| |primary school teachers regarding ADHD in children. |
| |6.2 Review of literature |
| |A study was conducted in primary school teachers' assessing knowledge and Attitudes towards ADHD . The sample consisted of 120 Catholic |
| |and private primary school teachers in Questionnaires were administered to teachers in 16 schools. The results showed that teachers' |
| |actual knowledge was better than their perceived knowledge, and also showed that teachers' attitudes about ADHD can be grouped into |
| |seven main clusters; lack of control, negative classroom effects, diagnostic legitimacy, perceived competence, influences to management,|
| |expectations, and external control.5 |
| |A study was conducted to measure teachers attitudes and expectations toward students with ADHD by developing an instrument to measure |
| |teachers attitudes and expectancies. The method used to test knowledge about ADHD (KADD) was constructed based on the error- choice |
| |method, which is an indirect method of attitude measurement. This psychometric approach was utilized to reduce patterns of response |
| |distortions that produce systematic errors in direct attitudinal assessment. Elementary school teachers |
| |(N = 103) completed the error-choice instrument. The study results revealed that adequate to good internal consistency reliability for |
| |the KADD with a Cronbach's coefficient alpha of 0.82.6 |
| |A study was conducted to assess the knowledge and attitudes in pre-service primary school teachers' towards children with ADHD, which |
| |were then compared to the in-service sample. This study showed that when compared to in-service teachers, pre-service teachers perceived|
| |and actual knowledge scores were significantly lower that is range from about 48 - 70% and attitudes were similar across pre-service and|
| |in-service teachers. Overall this study provided a much-needed insight into teachers' knowledge, attitude, and behaviour toward children|
| |with ADHD. And also various suggestions were offered to enhance teacher training and classroom management practices.7 |
| |A study was conducted in Aga Khan University, Pakistan to increase knowledge in teachers about ADHD after a week - long training |
| |program. The aim of the study was the development and evaluation of an ADHD training program for teachers. The teachers knowledge |
| |regarding signs and symptoms of ADHD was tested before and after the workshop and then again after 6 months using an ADHD knowledge |
| |questionnaire. Forty- |
| |nine teachers completed the questionnaires before and after the training program, and 35 of them filled it out at the 6-month interval. |
| |The results of this study showed that the mean scores of these tests were compared using a paired t test. The study result revealed that|
| |the difference of mean score was 1.48 ± 2.95, and this was statistically significant (p < .005).8 |
| |A study was conducted in Nigeria to assess the prevalence of ADHD among pupils in primary schools. A sample of 400 pupils were selected |
| |from 3 public schools and Disruptive Behaviour Disorder rating scale was administered. The study showed that (23.15%) were screened as |
| |having symptoms of ADHD of which 45 (47.87%) had the Hyperactivity type, 20 (21.28%) had the Inattention type and 29 (30.85%) had ADHD |
| |combined type. The sex ratio for ADHD combined type and Inattention type was about 2:1, while hyperactivity was about 1:1. The study |
| |suggested that there was a prevalence of ADHD in Edo State.9 |
| |A study was conducted in Pakistan regarding knowledge of primary paediatric care providers regarding the risk factors and symptomatology|
| |of ADHD and to explore the ability of general practitioners (GPs) and paediatricians to screen for ADHD and Learning Disorder. The |
| |sample comprised of 96 paediatricians and 98 GPs practising in Karachi, Pakistan. Data was collected by self-administered questionnaire.|
| |The results showed that only 13.7% of the GPs and 21.6% of the paediatricians had sufficient knowledge to screen for diagnose ADHD. The |
| |study also suggested that lack of knowledge at the level of primary care prevents an early screening of ADHD and learning disorder.10 |
| |6.3 Statement of the problem |
| |A study to assess the knowledge and attitude of primary school teachers regarding attention deficit hyperactivity disorder among |
| |children in selected primary schools at Mangalore. |
| |6.4 Objectives of the study |
| |To determine the level of knowledge in school teachers regarding Attention Deficit Hyperactivity Disorder as measured by structured |
| |knowledge questionnaire. |
| |To determine the attitude of school teachers regarding Attention Deficit Hyperactivity Disorder as measured by a structured attitude |
| |questionnaire. |
| |To find out the relationship between knowledge and attitude among school teachers regarding Attention Deficit Hyperactivity Disorder. |
| |To find out the association of knowledge with the selected socio- demographic variables. |
| |To find out the association of attitude with the selected socio- demographic variables. |
| |6.5 Operational definitions |
| |Knowledge: In this study knowledge refers to the information of primary school teachers regarding Attention Deficit Hyperactivity |
| |Disorder in children. |
| |Attitude: In this study, attitude refers to the mental position or feelings of primary school teachers towards children with Attention |
| |Deficit Hyperactivity Disorder. |
| |Primary school teachers: In this study, teachers who are involved in the education between the ages of 5-9 years, who were attending in |
| |selected schools at Mangalore. |
| |Attention deficit hyperactivity disorder: In this study, Attention deficit hyperactivity disorder (ADHD) is a childhood disorder |
| |characterized by inattention, hyperactivity impulsivity, and cognitive, behavioural, and emotional deficits. |
| |Primary school: In this study, primary school refers that school for first 4 – 8 years of child’s formal education. |
| |6.6 Assumptions |
| |The study assumes that primary school teachers: |
| |have some knowledge regarding ADHD. |
| |may not have favourable attitude towards children with ADHD. |
| |6.7 Delimitations |
| |The study is delimited to primary school teachers who are available at the time of data collection in selected primary schools at |
| |Mangalore. |
| |6.8 Hypotheses |
| |H1: There will be a significant association of knowledge scores with selected socio demographic variables. |
| |H2: There will be a significant association of attitude scores with selected socio demographic variables. |
| |H3: There will be a significant relationship between knowledge and attitude. |
|7. |Material and methods |
| |7.1 Sources of data |
| |Data will be collected from primary school teachers who are working in selected primary schools at Mangalore. |
| |7.1.1 Research design |
| |The research design for the study will be descriptive design. |
| |Approach |
| |Correlational survey approach. |
| |7.1.2 Setting |
| |The study will be conducted in selected primary schools at Mangalore. |
| |7.1.3 Population |
| |The population will be primary school teachers who are working in selected primary schools at Mangalore. |
| | |
| |7.2 Method of data collection |
| |7.2.1 Sampling procedure |
| |The sampling procedure will be convenience sampling. |
| |7.2.2 Sample size |
| |A sample size of 60 primary school teachers would be selected. |
| |7.2.3 Inclusion criteria for sampling |
| |The primary school teachers who are willing to participate in the study. |
| |Both male and female primary school teachers will be included. |
| |The primary school teachers who are Present at the time of data collection. |
| |The primary school teachers who are able to converse in Kannada/English. |
| |7.2.4 Exclusion criteria for sampling |
| |The primary school teachers who had undergone training in care of children with ADHD. |
| |The primary school teachers who are above 50 years of age. |
| |7.2.5 Instruments intended to be used |
| |Socio-demographic proforma. |
| |Structured questionnaire to assess the knowledge of primary school teachers. |
| |Structured questionnaire to assess the attitude of primary school teachers. |
| | |
| |7.2.6 Data collection method |
| |The researcher will obtain permission from school authorities. |
| |A few schools will be selected from among all the institutions in Mangalore. The sample will be selected by convenience sampling. |
| |Consent will be obtained from the subjects and respective school authorities. |
| |The researcher will collect data using structured questionnaires. |
| |7.2.7 Data analysis plan |
| |The collected data will be analyzed using descriptive and inferential statistics. |
| |Karl Pearson Correlation Coefficient used to find the correlation between attitude and knowledge. |
| |Chi-square test will be used to find the association of knowledge and attitude with socio- demographic variables. |
| |7.3 Does the Study require any Investigations or Interventions to be conducted on Students, or other animals? If so, please describe |
| |briefly. |
| |Yes, the Study requires investigations on primary school teachers working in selected primary schools at Mangalore. |
| |7.4 Has ethical clearance been obtained from your institution in case of 7.3? |
| |The permission to conduct the study is obtained from the Principal, City College of Nursing. |
| | |
| | |
|8. |References |
| |Kos JM, Richdale AL, Jackson MS. Knowledge about ADHD: A comparison of in service and pre service teachers. Psychology in the Schools |
| |2004;41(5):517-26. |
| |Hepperlen TM, Clay DL, Henly GA, Barké CR, Hehperlen TM, Clay DL. Measuring teacher attitudes and expectations toward students with |
| |ADHD: Development of the Test of Knowledge About ADHD (KADD). Journal of Attention Disorders 2002 Jan;5(3):133-142. |
| |Kos J. Primary school teachers' knowledge, attitudes and behaviours toward children with attention-deficit/hyperactivity disorder. |
| |[online]. Available from: URL: |
| |Hussein SA, Syed EU. Increase in teachers’ knowledge about ADHD after a week-long training program - a pilot study. Journal of Attention|
| |Disorders 2010 Jan;13(4):420-3. |
| |Egbochuku EO, Abikwi MI. The prevalence of attention deficit/hyperactivity disorder (ADHD) among primary school pupils of Benin |
| |metropolis, Nigeria. J Hum Ecol 2007;22(4):317-22. |
| |Jawaid A, Zafar AM, Naveed A, Sheikh S, Waheed S, Zafar MA, Syed EU, Fatmi Z. Knowledge of primary paediatric care providers regarding |
| |attention deficit hyperactivity disorder and learning disorder: a study from Pakistan. Singapore Med J 2008;49(12):985-93. |
| |Kos J. Primary school teacher’s knowledge, attitudes and behaviour towards children with ADHD. Australian Journal of Psychology |
| |2001;53(1):54. |
| |Bekle B. Knowledge and attitudes about attention-deficit hyperactivity disorder (ADHD): A comparison between practicing teachers and |
| |undergraduate education students. Journal of Attention Disorders 2004 Feb;7(3):151-61. |
| |Stern PH, Stern TP. When children with ADHD become adults. Southern Medical Journal 2002;95(9):985-95. |
| |Sciutto MJ, Terjesen MD Bender FAS. Teachers’ knowledge and misperceptions of ADHD. Psychology in Schools 2000;37(2):115-22. |
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