Effectiveness of A Video Awareness Programme regarding Attention Deficit Hyperactivity Disorder among Primary School Teachers and Parents of selected schools in Guntur (Dt), Andhra Pradesh

Venkateswarlu, Chimata; Jyothi, B. Nirmala; Suneetha, A.

doi:10.52711/2454-2652.2022.00031

Cited by 3 publications

(1 citation statement)

References 12 publications

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“…Thus, Video is an effective strategy which can help in improving the level of knowledge among primary school teachers and parents of primary school children. 4 Objectives of the study 1. To assess the level of knowledge regarding attention deficit hyperactivity disorder among primary school teachers before and after structured teaching programme.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Structured Teaching Programme on Knowledge Regarding Attention Deficit Hyperactivity Disorder in School Children among Primary School Teachers

Lora

2023

Int J Sci Healthcare Res

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Background: A pre-experimental study was conducted to assess the effectiveness of structured teaching programme on knowledge regarding attention deficit hyperactivity disorder in school children among primary school teachers in selected schools, Sikar district, Rajasthan. A total sample of 100 primary school teachers were selected using purposive sampling. The objectives of the study were to assess the level of knowledge regarding attention deficit hyperactivity disorder among primary school teachers before and after structured teaching programme and to determine the effectiveness of structured teaching programme on knowledge regarding attention deficit hyperactivity disorder among primary school teachers. The final objective was to find out the association between pre-test level of knowledge and selected demographic variables. Materials and Methods: A one-group pre-test post-test design was used to conduct the study. A sample comprising of 100 primary school teachers were enrolled using purposive sampling technique. The conceptual framework of the study was based on Imogene King’s goal attainment model. Tools used for data collection were demographic performa and structured knowledge questionnaire. Results: Data analysis was done using descriptive and inferential statistics. Findings of the study revealed that the mean post-test knowledge score 29.11 ±6.23 was significantly higher than the mean pre-test knowledge score 11.68±8.62 (p<0.05). Paired t value computed at 22.038* was statistically significant at p<0.05. which revealed that, there is significant increase in the mean post-test knowledge score. Significant association was observed at 0.05 level between source of Information, Type of family and Type of Occupation with knowledge level. Conclusion: The findings of the study confirmed that the structured teaching programme was significantly effective in improving the knowledge regarding attention deficit hyperactivity disorder among primary school teachers. Keywords: Structured teaching programme, Knowledge, attention deficit hyperactivity disorder (ADHD), primary school teachers.

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Section: Introductionmentioning

confidence: 99%

Effectiveness of Structured Teaching Programme on Knowledge Regarding Attention Deficit Hyperactivity Disorder in School Children among Primary School Teachers

Lora

2023

Int J Sci Healthcare Res

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Effectiveness of Structured Teaching Program regarding Behavioral and Emotional disorders with Onset usually Occurring in Childhood and Adolescence (F90-F98) on Knowledge among primary school teachers in Schools of selected Area

Satish Kamble,

Kanade

2024

AJNER

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Background: According to the World Health Report, 15% of children have a serious emotional disturbance. Epidemiological studies of child and adolescent psychiatric disorders conducted by ICMR indicated the overall prevalence of mental and behavioural disorders in Indian children to be 12.5%. Mental disorders account for 5 of the top 10 leading causes of disability in the world for children above 5 years of age. 3 Besides the increase in the number of children seeking help for emotional problems, over the years, the type of problems has also undergone a tremendous change. Subjects and Methods: The study was Quantitative research approach in nature. Quasi experimental non randomized control group Design was chosen for this study. The study was conducted among 70(35 experimental and 35 control group) primary school teachers in selected schools of selected in Pune city. It also aimed at find association between pre-test study findings with selected demographic variables by using descriptive and inferential statistics. Results: Highly statistically significant difference was noticed between before and after structured teaching program regarding behavioural and emotional disorders with onset usually occurring in childhood and adolescence (f90-f98) on knowledge among primary school teachers. A significant change was found after the structured teaching program. Conclusion: Implementation of structured teaching program regarding behavioural and emotional disorders with onset usually occurring in childhood and adolescence (f-90-f-98) on knowledge among primary school teachers has a positive effect on improving their knowledge of behavioural and emotional disorders with onset usually occurring in childhood and adolescence (f-90-f-98).

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Effectiveness of Structured Teaching Programme regarding attention deficit hyper activity disorder on knowledge among primary teachers

Satish Kamble,

Gole,

Sable

et al. 2023

IJANM

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Background: Attention deficit hyperactivity disorder (attention deficit hyperactivity disorder) is a neurodevelopmental disorder defined in the diagnostic and statistical manual of mental disorders (dsm-5) as a repeated pattern of symptoms that can be recognized in childhood; it presents as inattention and/or hyperactivity- impulsivity (American psychiatric association, 2013). In recent years, the prevalence rate of this disorder has significantly increased among school-aged children (Richardson et al., 2015). According to the centers for disease control and prevention (2017), the prevalence of attention deficit hyperactivity disorder among children between the ages of 4 and 17 has repeatedly risen, from 7.8% in 2003 to 9.5% in 2007 and to 11.0% between 2011 and 2012. Subjects and Methods: The study was Quantitative research approach in nature. Pre experimental one group pre-test posttest Design was chosen for this study. The study was conducted among 30 primary school teachers in selected schools of selected in Pune city. It also aimed at find association between pre-test study findings with selected demographic variables by using descriptive and inferential statistics. Results: Highly statistically significant difference was noticed between before and after structured teaching program regarding attention deficit hyper activity disorder on knowledge among primary teachers. A significant change was found after the structured teaching program. Conclusion: Implementation of structured teaching program regarding attention deficit hyper activity disorder among primary school teachers has a positive effect on improving their knowledge of Attention Deficit Hyperactivity Disorder. Recommendation: The study recommended continuous education provided for all primary school teachers working and make primary school teachers updated of new knowledge. Implementation of structured teaching program regarding attention deficit hyper activity disorder among primary school teachers.

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Effectiveness of A Video Awareness Programme regarding Attention Deficit Hyperactivity Disorder among Primary School Teachers and Parents of selected schools in Guntur (Dt), Andhra Pradesh

Cited by 3 publications

References 12 publications

Effectiveness of Structured Teaching Programme on Knowledge Regarding Attention Deficit Hyperactivity Disorder in School Children among Primary School Teachers

Effectiveness of Structured Teaching Programme on Knowledge Regarding Attention Deficit Hyperactivity Disorder in School Children among Primary School Teachers

Effectiveness of Structured Teaching Program regarding Behavioral and Emotional disorders with Onset usually Occurring in Childhood and Adolescence (F90-F98) on Knowledge among primary school teachers in Schools of selected Area

Effectiveness of Structured Teaching Programme regarding attention deficit hyper activity disorder on knowledge among primary teachers

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