Awareness of Mainstream Primary School Teachers on the ADHD Symptoms in Punjab

Authors

  • Shaheen Pasha Chairperson, Department of Special Education, University of Education, Lahore, Pakistan
  • Maimona Ijaz Visiting Faculty Member, Department of Special Education, University of Education, Lahore, Pakistan
  • Muhammad Ahmed Qadri Former Dean Faculty of Arts and Social Sciences, University of Karachi, Pakistan

DOI:

https://doi.org/10.47067/real.v4i1.106

Keywords:

ADHD, Cognitive Symptoms, Psychological, Behavioral Problems, Diagnosed, Hyperactive/Impulsive, Attention

Abstract

Attention deficit hyperactivity disorder (ADHD) harms the learning, social, and family performance of the child as one of the most prevalent psychological disorders of children. The recent rehabilitation activities focused on schools with trained teachers. This study's key goal is to investigate “Awareness Level of Primary School Teachers Regarding the Symptoms of Students with ADHD in Mainstream Schools of Punjab”. The research has used the disability model presented in ICF by WHO having five major areas of functional disorders of ADHD - Attention, Hyperactive/ impulsive Oppositional Defiant Disorder, Cognitive Symptoms, and Psychosocial Symptoms. A sample of 440 individuals was selected from 20 schools. Teachers, parents, and psychologists were the respondents as well. The data was collected from 20 schools of Lahore city; and was analyzed by using a correlation between the variables (psychological, behavioral, cognitive, psychosocial, symptoms of ADHD). Frequencies and percentages were calculated for each of 84 statements in five areas. Results showed most of the teachers have an insufficient level of knowledge about ADHD. There is a tangible need for training programs provided to the teachers about early recognition and policy of care of ADHD children.

References

Abrahão, A. L. B., Elias, L. C. d. S., Zerbini, T., & D'Ávila, K. M. G. (2020). Attention Deficit Hyperactivity Disorder, educational inclusion and Training, Development and Education: an integrative review. Revista Psicologia Organizações e Trabalho, 20(2), 1025-1032.

Al Hamed, J. H., Taha, A. Z., Sabra, A. A., & Bella, H. (2008). Attention deficit hyperactivity disorder (ADHD) among male primary school children in Dammam, Saudi Arabia: Prevalence and associated factors. J Egypt Public Health Assoc, 83(3-4), 165-182.

Alfageer, H. H., Aldawodi, M. D., Al Queflie, S. A., Masud, N., Al Harthy, N. A., Alogayyel, N., Qureshi, S. (2018). Knowledge and attitude of male primary school teachers about attention deficit and hyperactivity disorder in Riyadh, Saudi Arabia. Journal of Natural Science, Biology and Medicine, 9(2), 257.

Alharbi, R. (2018). Attention Deficit Hyperactivity Disorder (ADHD) Discourses in Saudi Arabia. Université d'Ottawa/University of Ottawa.

Barkley, R. A. (2020). Taking charge of ADHD: The complete, authoritative guide for parents: Guilford Publications.

Bickenbach, J., Cieza, A., Rauch, A., & Stucki, G. (2012). ICF core sets: manual for clinical practice for the ICF research branch, in cooperation with the WHO collaborating centre for the family of international classifications in Germany (DIMDI): Hogrefe Publishing.

Bölte, S., Mahdi, S., Coghill, D., Gau, S. S.F., Granlund, M., Holtmann, M., Segerer, W. (2018). Standardised assessment of functioning in ADHD: consensus on the ICF Core Sets for ADHD. European child & adolescent psychiatry, 27(10), 1261-1281.

Cabral, M. D. I., Liu, S., & Soares, N. (2020). Attention-deficit/hyperactivity disorder: diagnostic criteria, epidemiology, risk factors and evaluation in youth. Translational pediatrics, 9(Suppl 1), S104.

Dias, T. G. C., Kieling, C., Graeff-Martins, A. S., Moriyama, T. S., Rohde, L. A., & Polanczyk, G. V. (2013). Developments and challenges in the diagnosis and treatment of ADHD. Brazilian Journal of Psychiatry, 35, S40-S50.

Drechsler, R., Brem, S., Brandeis, D., Grünblatt, E., Berger, G., & Walitza, S. (2020). ADHD: Current Concepts and Treatments in Children and Adolescents. Neuropediatrics, 51(5), 315.

Hobday, D. (2015). Communicating With Teachers: Perspectives From Parents of Children With and Without Exceptionalities. University of Saskatchewan.

Matheis, M. (2020). Assessment and Diagnosis of Attention-Deficit/Hyperactivity Disorder in Individuals with Intellectual Disability Handbook of Dual Diagnosis (pp. 267-283): Springer.

Mirza, N., Nisar, N., & Ikram, Z. (2017). Knowledge, attitude & practices towards attention deficit hyperactivity disorder among private elementary school teachers of Karachi, Pakistan. Journal of the Dow University of Health Sciences (JDUHS), 11(1), 11-17.

Ong, C. L. G. (2019). Maintenance of self-monitoring attention intervention for students with attention deficit/hyperactivity disorder.

Tatlah, I. A. (2015). Effect of leadership behaviour and school organizational health on students’achievement. Lahore: (Unpublished Doctoral Thesis) University of Management and Technology, Lahore.

Tatlah, I. A., Iqbal, M. Z., Amin, M., & Quraishi, U. Q. (2014). Effect of leadership behaviour of principals on students' academic achievement at secondary level: A comparison of leaders and teachers perceptions. Journal of Research and Reflections in Education, 1-12.

Downloads

Published

2021-03-20

How to Cite

Pasha, S. ., Ijaz, M. ., & Qadri, M. A. . (2021). Awareness of Mainstream Primary School Teachers on the ADHD Symptoms in Punjab. Review of Education, Administration & LAW, 4(1), 11-22. https://doi.org/10.47067/real.v4i1.106