Abstract:
Academic performance and school social behavior of ADHD and non ADHD children of primary and secondary classes were assessed. A total of 468 children from different model colleges of Islamabad were selected. The sample was further divided into primary (3,4,5) and secondary (6,7,8) classes. The teachers who have taught the students for the last one year were requested to rate nine children of their classes including three high scorers, three low scorers, and three problematic children. Children were rated by their teachers on Diagnostic Scale for Attention Deficit Hyperactivity Disorder (DS-ADHD, Loona & Kamal , 2004) and Urdu translated version of School Social Behavior Scale (SSBS) developed by Merrell (1993). Results indicated significant differences in primary and secondary children on subscales of DS-ADHD in the total sample. Findings proved the hypothesis that primary children exhibit more ADHD symptoms as compared to secondary class children. Moreover academic differences in the higher scorers, low scorers and problematic children were also highly significant. Low scorers and problematic children scored significantly high on DS-ADHD as compared to high scorers and their scores were significantly high on anti-social behavior.
Page(s):
17-37
DOI:
DOI not available
Published:
Journal: Pakistan Journal of Social and Clinical Psychology, Volume: 2, Issue: 1, Year: 2004