A Study to Assess the Effectiveness of Planned Teaching Programme on Knowledge Regarding Attention Deficit Hyperactivity Disorder in Children among Primary School Teachers of Selected Schools

Background: Children are the world?s most valuable resource and its best hope for future. 1. One in 5 children has a notable Psychiatric disorder that should be treated as soon as possible. Attention Deficient Hyperactivity Disorder is becoming most common mental disorder in children and becomes evident in pre-school and early school years. Children with ADHD are normally impulsive, inattentive and hyperactive. School is the unique setting for early detection and effectual management of ADHD. Objectives: 1. To assess the pre-existing knowledge regarding ADHD among primary school teachers. 2. To evaluate the effectiveness of planned teaching program on knowledge regarding ADHD among primary school teachers. 3. To find out association between pre-test knowledge score with selected demographic variables. Methods: A Pre-Experimental, One Group Pre-test and Post-test study design was conducted in selected schools of Sangli District to assess the effectiveness of Planned teaching programme on knowledge regarding Attention Deficit Hyperactivity Disorder among the primary school teachers. Total 60 teachers were selected by using convenient sampling technique. A structured knowledge questionnaire was used to collect the data. Mean, median, and standard deviation value of pre-test and post test knowledge score of teachers were calculated and Chi-square test was used to find the association between pre-test knowledge of teachers on ADHD with selected demographic variables. Results: The mean post test score of teachers was more than the pretest means score the obtained mean difference was 14.53. The standard deviation of pretest was 2.731 and post test was 2.389 respectively. As the obtained ?t? value 32.992 was extremely significant at P less than0.0001. No significant association was observed between Pre test knowledge score with selected demographic variables. Conclusion: Planned teaching programme was effective in enhancing the knowledge of primary school teachers regarding ADHD.