Title: Awareness of the spectrum of attention deficit hyperactive disorder (ADHD)among primary

school teachers

Study submitted by: Aaisha Moosani

Study guide: Dr. Esha Shetty

Name of the Department: D.Y. Patil University, School of Physiotherapy

Signature of the Dean:

Study design: A cross-sectional questionnaire-based study

Duration of study: 1 year

Study Subjects: Primary School Teachers

Sample size: 100 (based on the parent article)

Inclusion Criteria:

Primary school teachers

Teachers willing to participate in the study

Exclusion Criteria:

Teachers unwilling to participate in the study

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 INTRODUCTION AND RATIONALE:

Attention deficit hyperactive disorder (ADHD) is a common and increasingly diagnosed

disorder among school-age children. Children with ADHD have low levels of

neurotransmitters called norepinephrine. The ADHD brain has impaired activity in 4

functional regions of the brain Frontal cortex, Limbic system, Basal Ganglia, and reticular

activating system.

The common causes for ADHD are low birth weight , early age pregnancy , alcohol and

tobacco use during pregnancy , genetical inheritance and nutritional deficiencies

There are 3 major types of ADHD

Predominantly inattentive

Predominantly hyperactive-impulsive

Combined

predominantly inattentive: it is hard for the individual to organize or finish a task, pay attention

to details, or follow instructions or conversation. The person is easily distracted and forgets

against details of daily routine.

predominantly hyperactive-impulsive: the individual fidgets and talks a lot. It is hard for the

individual to sit still for a long period of time. In small children, it is noticed that they may be

constantly restless and would always want to keep running, jumping or climbing. The individual
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is restless and has trouble with impulsivity and they may also have a habit of interrupting others,

grabbing things from people, or speaking at inappropriate times.

Combined: symptoms of the above two types are equally present in an individual.

Teachers are a very crucial part of a child’s life. They play a major role in nurturing

children’s self-esteem and curiosity in their early years. They have a first hand experience of

the children in a classroom setting where they are required to sit still, pay attention, adhere

to instructions and interact with peers in a suitable manner. The way a teacher responds to a

student helps in their development process.

NEED OF THE STUDY:

The aim of the study was to assess the awareness of the spectrum of attention deficit

hyperactive disorder (ADHD)among primary school teachers so that in future an awareness

regarding the same can be made to prevent any gaps and misconception in their knowledge

which might lead to their inappropriate behaviour towards the children and also to help in

early identification of ADHD.

Aims and objectives:

Aim:

1. To identify awareness of the spectrum of attention deficit hyperactive disorder (ADHD) among

primary school teachers

Objective:

1. To assess the knowledge about attention deficit hyperactivity disorder in primary

school teachers using Knowledge of Attention Deficit Disorder Scale (KADDS)

Material and Methodology:

Material: Knowledge of Attention deficit disorder scale (KADDS)

• It is a scale which consists of 36 items including questions based on awareness regarding

ADHD.
• The responses are indicated as ‘true’ , ‘false’ and ‘don’t know’ responses.
• It contains three substates :
(a) general information of teachers (15 items),
(b) symptoms and diagnosis (9 items),
(c) knowledge about treatment (12 items)

Scoring: 1 point is given for correct answers and 0 for incorrect ones and gaps in knowledge. Thus,
the possible score ranges from 0, for the lowest level of knowledge, to 36, for the highest .
 Methodology:

➢ Post a review of the literature, the title of the study was finalized.
➢ Ethical approval will be taken to conduct the study
➢ The sample size was decided based on the parent article.
➢ The samples will be selected based on the inclusion and exclusion criteria.
➢ The Knowledge of Attention Deficit Disorder Scale (KADDS) will be provided to the
included participants.
➢ the data obtained from the questionnaire will be analysed and results will beobtained.\
REFRENCES

1. American Academy of Pediatrics (AAP), (2011). ADHD: Clinical practice guideline for the
diagnosis, evaluation,and treatment of ADHD in children and adolescents. American Academy
of Pediatrics, 128, 1007-1022

2. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental

disorders, fifth edition,Washington, American Psychiatric Publishing. pp.59-65.

3. Sadock, B.J., Sadock,V.A., & Ruiz, P. (2015). Synopsis of psychiatry: Behavioral

Sciences Clinical Psychiatry (11th ed). New York: Wolters Kluwer

4. Barkley, R. (2006). ADHD: A handbook for diagnosis and treatment (3rd ed.).
NewYork:GuilfordPress.