Thus, teachers play a central role in early detection and advising parents on managing their children, and implementing classroom and behavioral management strategies. To give timely treatment following early detection, elementary school teachers have been taking the highest place, since most children spend most of their time in schools and interact often with teachers on a daily basis even more than their parents or physicians, suggests that schools play a very important role in the early detection and management of ADHD. However, since the problem is highly neglected, a majority of children with ADHD remain undiagnosed or do not receive appropriate specialist services in high spite of morbidity. Moreover, the problem is not limited to in childhood period, it has also an impact on their mental health condition and social wellbeing in adulthood, which could be associated with having few or no friends, exercising antisocial behaviors, manifested depressive symptoms, exposed to stress, unable to stick in specific occupations/work, having poor social relationships, using a substance (like alcohol and smoking), exposing unplanned pregnancy, and experiencing multiple car accidents. ĪDHD can have an impact on a student’s academic and social performance due to difficulties in maintaining attention, failure to complete tasks, forgetfulness, and excessive non-goal directed physical activities. Even though with this prevalence, teachers knowledge and attitude about ADHD were not satisfactory as evidenced by studies conducted to investigate teachers knowledge such as South Texas (46.49%), Canada (68%), Colombia (48.52%), Pakistan (45.30%), and Egypt (55%), and the attitude in Pakistan(96.2%), and Egypt(55%), respectively. The global prevalence of ADHD was estimated at 5–7% in children and 2.5% in adults. Even though the exact cause is unknown, genetic, organic, and environmental factors are assumed to be the contributing factors towards the development of ADHD. Commonly, ADHD is diagnosed before the age of 12 years Likewise, 30–50% of a diagnosed childhood ADHD will be continued until adolescence and adulthood.
BROWN ATTENTION DEFICIT DISORDER SCALES FACTOR ANALYSIS MANUAL
According to the Fifth Edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), it is characterized by persistent and pervasive problems with inattention and/ or hyperactivity/impulsivity. Strengthening teachers’ educational upgrading system, frequent and fair distribution of leaflets written to address ADHD, installation of an internet system to the schools, and continuous ADHD awareness creation programs through mass media are highly recommended.Īttention deficit with or without hyperactivity disorder (ADHD) is one of the most frequently reported neuropsychiatric disorders, especially in school-age children. The proportion of teachers’ knowledge towards ADHD was low in contrast, their attitude was relatively satisfactory. Having a diploma and above (AOR = 3.028, 95% CI 1.630–5.625), reading ADHD leaflets (AOR = 2.035, 95% CI 1.391, 2.950) and search ADHD on the internet (AOR = 1.793, 95% CI 1.090, 2.950) were significantly associated with teachers knowledge to ADHD whereas, working experience in teaching a child with ADHD (AOR = 1.852, 95% CI 1.195–2.87) and watching ADHD on mass media (AOR = 1.72, 95% CI 1.056–2.8) were positively predicts teachers attitude towards ADHD. Of 636 respondents, about 44.8% (95% CI 41.2, 48.4) and 84.1% (95% CI 81.0, 86.8) of elementary school teachers had good knowledge and a favorable attitude towards ADHD, respectively. Variables having a p-value < 0.05 at 95% CI were considered statistically significant. Bivariable and multivariate logistic regressions were fitted to identify factors associated with the knowledge and attitude of elementary school teachers. Then, it was entered into Epi-info version 7 and exported to SPSS version 20 for analysis. Data were collected through structured self -administered questionnaires using the Knowledge of Attention Deficit Disorders Scale and ADHD-specific attitudes measurement tools. MethodsĪn institutional-based cross-sectional study design was conducted in Gondar town and other towns nearby Gondar from February 24 to March 24, 2020. The present study is designed to determine the knowledge, attitude, and factors that affecting elementary school teachers about ADHD. Few existing reports, however, indicate the alarming rate at which the problem is highly neglected in sub-Saharan Africa. School teachers’ knowledge and attitude towards ADHD play a vital role in early detection and referral of the child to treatment centers. A child suffering from attention deficit hyperactivity disorder (ADHD) faces many difficulties in social as well as academic performances.