Knowledge, Attitude & Practices Towards Attention Deficit Hyperactivity Disorder among Private Elementary School Teachers of Karachi, Pakistan.

Nighat Mirza; Nighat Nisar; Zia Ikram

Author(s)

Nighat Mirza Department of Community Health Sciences Dow University of Health Sciences, Karachi, Pakistan

Nighat Nisar Department of Community Medicne, Dow University of Health Sciences, Karachi, Pakistan

Zia Ikram Biochemistry Department,/ Dow Medical College, Dow University of Health Sciences, Karachi, Pakistan.

Abstract

Objective: To determine knowledge, attitude and practices regarding Attention deficit and hyperactivity disorder (ADHD) among primary school teachers in Gulshan-e-hadeed Karachi. Methods: Cross-sectional study conducted to detect ADHD, Semi-structured questionnaire was adopted by Conner's teacher's rating scale (CTRS), administered to selected private elementary school teachers of Gulshane-Hadeed. Data was collected in 2 steps. In first step the reaction of teachers for the first three questions was observed, which was seen unsatisfactory, teachers were then taught about the ADHD, then data was collected in second step . Results: Knowledge, attitude and practices estimated. 94.7% showed positive knowlege and 5.3%showed Poor knowlege towards ADHD. 96.2% teachers showed positive attitude, and 3.8%showed negative attitude towards, ADHD, 66.3% teachers found to be performing good and 33.7% were performing unsatisfactory. Conclusion: It can be concluded that the adequate knowledge, Positive attitude and good practice regarding ADHD among primary school teachers play a significant role in prevention, detection and screening of these children and prevent them from future consequences. Provision of information to Teachers regarding ADHD prior to study would have an auspicious impact. Timely interventions can make difference in the educational and social development of these children.

Publication Details

Page(s) 11-17

DOI DOI not available

Published Journal: Journal of Dow University of Health Sciences, Volume: 11, Issue: 1, Year: 2017

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