Effectiveness of a Structured Educational Intervention on Attention-Deficit/Hyperactivity Disorder Knowledge Among Primary School Teachers in Bengaluru, India: A Quasi-Experimental Study

Many children suffer from attention deficit hyperactivity disorder (ADHD), which is defined as a pattern of inattention or impulsivity that is formed during growth. It is manifested in two or more contexts (eg.at home, school or work) and negatively affects the individual’s social, academic, or occupational functioning. Teachers are often the first person responsible for identifying children with attention deficit hyperactivity disorder (ADHD) and are increasingly being called on help to manage such children. The study aimed to assess the knowledge regarding ADHD, among primary school teachers and evaluate the effectiveness of structured teaching program on knowledge regarding attention deficit hyperactivity disorder among primary school teachers. Objectives of the study: Assess the existing knowledge regarding attention deficit hyperactivity disorder among primary school teachers working in selected primary schools at Bangalore. Evaluate the effectiveness of structured teaching program on knowledge regarding attention deficit hyperactivity disorder among primary school teachers working in selected primary schools at Bangalore. Find an association between post-test knowledge scores regarding attention deficit hyperactivity disorder and the selected socio demographic variables among primary school teachers working in selected primary schools at Bangalore. Methods: The research design used in the study was pre-experimental one group pre-test post-test with non-probability convenient sampling technique. The data was collected from 60 primary school teachers using structured knowledge questionnaire. Structured teaching Programme was provided and post-test was conducted after 7 days using the same structured knowledge questionnaire. Results: The overall mean percentage knowledge score in the pre-test and post-test were 33.33% and 85.4%, respectively. Enhancements in mean percentage score were found to be 52.7%. The statistical paired t’ test indicates that enhancement in the mean percentage knowledge score was found to be significant at 0.05 level for all the aspects under study. There is no significant association found between post-test knowledge Scores and selected socio demographic variables at 0.05 level (p<0.05).