Prevalence of Attention Deficit Hyperactivity Disorder Among Pupils in Primary Schools in Ghana

2018 ◽  
Vol 23 (2) ◽  
pp. 69-78
Author(s):  
Daniel Ntiakoh-Ayipah ◽  
Joslin Alexei Dogbe ◽  
Maxwell Peprah Opoku ◽  
Frank Twum ◽  
Michael Owusu ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Students With Disabilities ◽  
Attention Deficit ◽  
Primary Schools ◽  
Rating Scale ◽  
Well Being ◽  
Persons With Disabilities ◽  
Hyperactivity Disorder ◽  
Regular Classrooms ◽  
Teachers And Parents

Abstract In recent times, international deliberations have centered on inaccessibility of essential services to persons with disabilities. These systematic discriminations have accounted for high rates of poverty and deplorable living standards among persons with disabilities. Deliberate attempts are being made to safeguard the rights and well-being of persons with disabilities. In Ghana, one major development is the implementation of inclusive education, to open regular classrooms to children with disabilities. While much is known about the challenges faced by teachers, in terms of lacking skills, facilities and resources to teach students with disabilities in regular classrooms, little attention has been given to their ability to identify students with disabilities. This case study explored the prevalence, common sub-types and distribution of Attention Deficit Hyperactivity Disorder (ADHD) among pupils in primary schools in Ghana. The school and home version of the ADHD Rating Scale IV were used to rate 374 pupils by their teachers and parents. Cluster sampling was used to select 15 schools from a district to take part in this study. The estimated prevalence of ADHD was 7% and more boys were identified with ADHD than girls. With regards to teachers' ratings, most of the pupils fell under inattentive sub-type while hyperactive was the most common sub-type identified by parents. Both teachers and parents identified twenty-one pupils. The need for stakeholders' engagement on public education on ADHD its symptoms and management, have been discussed extensively.

EARLY RECOGNIZATION OF THE CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER BY VANDERBILT ADHD RATING SCALE FOR TEACHERS AND PARENTS

2019 ◽  
pp. 85-91
Author(s):  
Dinh Duong Le ◽  
Van Thang Vo ◽  
Thi Mai Nguyen ◽  
Thi Han Vo ◽  
Huu Chau Duc Nguyen ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
High Risk ◽  
Attention Deficit ◽  
Primary Schools ◽  
Rating Scale ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Hyperactivity Disorder ◽  
Teachers And Parents ◽  
Key Words Adhd

Objectives: The study aims to explore the prevalence of attention deficit hyperactivity disorder and to examine the associated factors with ADHD among primary students by Vanderbilt ADHD rating scale for teacher and parents. Methods: A cross-sectional study design was conducted in 564 students who selected randomly in 4 primary schools in Hue city. Vanderbilt ADHD rating scale for parents and teachers were applied to evaluate the ADHD of children over 6 months ago. Results: The overall prevalence of children who had high risk with ADHD was 4.1% (95%CI: 2.44 - 5.72), including 4.6% and 4.8% in the rating of teachers and parents, respectively. Male was more likely to have ADHD than female (OR adj: 4.64 (95%CI: 1.53 - 14.05) and lack of closely friend (OR adj: 5.11 (95% CI: 2.13 - 12.24). Conclusion: Vanderbilt ADHD diagnosis rating scale for teachers and parents can be used to early recognization children with a high risk of ADHD. Key words: ADHD, Vanderbilt, ratings scale, teacher, parent, children

scholarly journals Study of prevalence and factors affecting prevalence of attention deficit hyperactivity disorder in primary school children

2021 ◽  
Vol 8 (5) ◽  
pp. 791
Author(s):  
Harish Singanamala ◽  
Naveen Kumar P. ◽  
Sridhar P. V. ◽  
Thammanna P. S.
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
School Children ◽  
Attention Deficit ◽  
Primary Schools ◽  
Rating Scale ◽  
Negative Impact ◽  
Primary School Children ◽  
School Age Children ◽  
Factors Affecting ◽  
Hyperactivity Disorder

Background: Attention deficit hyperactivity disorder is a commonly diagnosed neurobehavioral disorder in school age children. ADHD can even persist to adulthood and if left untreated can lead to negative impact not only on health but also on socioeconomic life of patients. Over the past 2 decades there have been 19 community-based studies offering estimates of prevalence ranging from 2% to 17%. Current study was aimed to estimate the prevalence and factors affecting ADHD along with the applicability of a DSM-4 based questionnaire for detecting ADHD.Methods:  Current investigation is a crossectional retrospective study conducted on 1150 children’s at two primary schools in the district of Gulbarga. School children between the age range of 7 to 12 years were screened over duration of one year and six months using Conner’s parent and teacher rating scale. Students above 65 score as per the scale were considered positive and were interviewed using DSM-4 criteria.Results: Fifty-eight (5.04%) children satisfied the criteria to be diagnosed as ADHD when interviewed with DSM-4 criteria. Males were observed to be more prone to have ADHD than females. The mean age of ADHD children was between 9 to 10 years. Major effective factors for ADHD were found to be maternal stress during pregnancy, pampering the child and addiction of playing videos games.Conclusions: Prevalence studies can aid in formulating recommendations for future clinical practice and also assist in clarifying whether the patterns of ADHD diagnosis and treatment in community settings are appropriate.

scholarly journals Psychometric Evaluation of the Persian Version of Barkley Adult Attention Deficit/Hyperactivity Disorder Screening Tool among the Elderly

Scientifica ◽  
2017 ◽  
Vol 2017 ◽  
pp. 1-6 ◽  
Author(s):  
Mostafa Sadeghi ◽  
Homayoun Sadeghi-Bazargani ◽  
Shahrokh Amiri
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Internal Consistency ◽  
Attention Deficit ◽  
Concurrent Validity ◽  
Rating Scale ◽  
Retest Reliability ◽  
Hyperactivity Disorder ◽  
Persian Version ◽  
Test Retest Reliability ◽  
Tabriz City

Background. The Barkley Adult Attention Deficit/Hyperactivity Disorder (ADHD) Rating Scale-IV (BAARS-IV) was developed, and it demonstrated good psychometric properties. The BAARS-IV includes 27 questions on the symptoms of adult ADHD. The purpose of the present study is to investigate the psychometric testing of the Persian version of BAARS-IV among the elderlies in Tabriz City. Method. This cross-sectional study was conducted in Tabriz City—in the west of Iran—in 2015 via enrolling of 121 old-aged people. We did the process of translation and adaptation of BAARS-IV and examined its concurrent validity, internal consistency, and test-retest reliability. Result. The BAARS-IV demonstrated good internal consistency and test-retest reliability. Correlations between the BAARS-IV and the CAARS-S: SV were high and evidence supporting concurrent validity was revealed. Cronbach’s alpha for the overall scale and subscales stood at 0.89, 0.81, 0.66, 0.56, and 0.82, respectively. Conclusion. The Persian BAARS-IV showed acceptable reliability and validity. BAARS-IV was determined to be composed of internally consistent and psychometrically sound items.

scholarly journals Nurse-Led Intervention on Teachers’ Knowledge and Management of Pupils with Attention Deficit Hyperactivity Disorder in Primary Schools in Abeokuta, Ogun State

2022 ◽  
Vol 5 (1) ◽  
pp. 1-14
Author(s):  
Alake O.M. ◽  
Aina J. ◽  
Sodimu J.O. ◽  
Dele-Alonge O.
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Primary Schools ◽  
Knowledge Score ◽  
P Value ◽  
Post Intervention ◽  
Hyperactivity Disorder ◽  
Ogun State ◽  
Significant Difference ◽  
High Knowledge

The objective of any educational system is to provide education for all learners with diverse needs and abilities to enable them to achieve their potential and subsequently contribute to society. Teachers are in a position to be the first to suspect that a child might have Attention Deficit Hyperactivity Disorder (ADHD) because they are with them for most of the day and they know how normal learners typically behave in classroom situations. One group pre-test post-test quasi-experimental study was employed for this study. The population comprised 42 teachers in the selected schools. Total enumeration was used for the study. A self-structured questionnaire was validated and used to collect data. The Cronbach Alpha reliability coefficient of the construct ranged from 0.741 to 0.808. Data collected were analyzed using descriptive and inferential statistics. The results showed 45.2% participants had low knowledge, 18.1% and 16.7% had moderate and high knowledge respectively at the pre-intervention stage while at the post-intervention stage, 14.3% had low knowledge score while 21.4% and 64.3% had moderate and high knowledge scores respectively. Also, at the pre-intervention stage of this study, it was found that 64.3% participants had a bad management score of ADHD while 35.7% had a good management score of ADHD. The result indicated that there is a non-significant difference in the post intervention knowledge and management of ADHD among the respondents as a p-value of 0.494 was recorded which is much greater than the alpha (α) p-value of 0.05. The study concluded that the role of teachers in the identification and management of ADHD cannot be overlooked. This shows that training and proper education of the teachers will go a long way in the management of attention deficit in the pupils. The study recommended that the management of ADHD should be included in educational programs. Also, there should be follow-up to monitor the progress of the teachers in the management of children with ADHD.

Positive Mental Health in Youth with ADHD: Exploring the Role of Social Support

2021 ◽  
pp. 1-17
Author(s):  
Laura Harris-Lane ◽  
Jacqueline Hesson ◽  
Ken Fowler ◽  
Nicholas Harris
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Well Being ◽  
Positive Mental Health ◽  
Hyperactivity Disorder ◽  
Different Types ◽  
Youth With Adhd

Positive mental health in youth has important implications for overall well-being. This study examined the extent to which different types of social support are associated with positive mental health among individuals, ages 15–24, diagnosed with attention deficit/hyperactivity disorder (ADHD). Compared to respondents without a diagnosis of ADHD, those with a diagnosis had significantly lower scores on measures of positive mental health and on four of five types of social support. Among the five types of social support, social integration and reassurance of worth were found to be significant predictors of positive mental health in respondents diagnosed with ADHD.

Learning to Teach Students With Attention Deficit Hyperactivity Disorder

2018 ◽  
pp. 319-338
Author(s):  
Daniela-Maria Cretu
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Secondary School Teachers ◽  
Disabled Persons ◽  
Training Experience ◽  
Instructional Unit ◽  
Face To Face ◽  
Hyperactivity Disorder ◽  
Regular Classrooms ◽  
Teaching Learning

The presence of special needs students in regular classrooms makes it difficult for teachers to manage the situation, especially since in Romania the initial teacher-training curriculum doesn't include a class addressing the issue. This chapter talks about the teaching, learning, and evaluation experiences offered by an instructional unit on the subject of ADHD for over 700 primary and secondary school teachers from all areas of expertise. The purpose of this unit was to increase the teachers' knowledge and understanding of students with attention deficit hyperactivity disorder (ADHD) in an educational frame. This chapter presents content elements, learning, and assessment activities that the participants proposed and implemented during the work sessions: both face to face and online. The authors mention that this training experience was part of a larger project called “e-Mentor: Developing ITC Skills and Educational Mentor-ship of Disabled Persons, for Teachers” implemented by “Lucian Blaga” University of Sibiu.

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