Teachers Perception of Attention Deficit Hyperactivity Disorder (ADHD) Symptoms in School Children

Abstract

The years that is spent in school are not merely time spent in learning and filling minds with knowledge, but also time spent in moulding the character. Thus, the schools need a fundamental reorganization by providing opportunities of potential development. The statistics say that 07.03% of the Indian teenagers who are in the age group of 13-17 suffer from mental health issues. ADHD is a common behavioural disorder that affects about 10.00% of school-age characterized by a pattern of extreme pervasive, persistent inattention, hyperactivity and impulsivity who have trouble paying attention in school, at home, or at work, more active or impulsive than what is typical for their age. These behaviours cause problems in friendships, learning, and behaviour. Teachers report they are more stressed when handling and interacting with children with ADHD as the interactions are more negative. This study was conducted in 37 (primary/upper primary schools of Dharwad city from 1^stto 7^th std both in Kannada and English medium Schools with a sample size of 500 children were taken. By adopting descriptive design and Random sampling method. Each subject was rated by teacher using Conner’s Teacher rating scale revised (L) which covers broad range of symptoms related to ADHD. After the data had been collected on different variables related to behavioural aspect, it was processed and tabulated using Microsoft Excel-2007 Software. Applying t test, one-way ANOVA, followed Tukeys multiple posthoc procedures for Pair wise comparison. Results: Non-significant difference perceived between teachers of schools teaching in Kannada and English mediums with respect to inattention, symptoms of ADHD in children where t=0.6328, p>0.05 at 05% level of significance. There is a significant difference was perceived between teachers of schools teaching in Kannada and English mediums with respect to hyperactivity symptoms where t=3.5436, p<0.05 at 05% level of significance, t=5.7406, p<0.05 at 05% level of significance, the teachers of schools teaching in Kannada and English mediums have perceived different impulsivity symptoms of ADHD in children, A significant difference was perceived between teachers of schools teaching in Kannada and English mediums with respect to impulsivity symptoms of ADHD in children where t=5.7406, p<0.05 at 05% level of significance. A significant difference observed between teachers of schools with TCH and DED with other degree with respect to hyperactivity symptoms of ADHD in children t=2.2686, p<0.05 at 05% level of significance. A significant difference was perceived between teachers of schools belongs to different experiences (0-10yrs,11-20yrs, 21-30yrs, 31+yrs) with respect to inattention symptoms where F=4.6898, p<0.05 at 05% level of significance. As teachers have a major influence it is important for them to have positive attitudes and a sound knowledge base regarding the disorder, increasing evidence has demonstrated the role of multi-modal treatment for effectively addressing the diverse difficulties of children with ADHD.