Department of Psychiatric Nursing, S.G.L. Nursing College, Semi, Jalandhar, Punjab
Attention Deficit Hyperactive Disorder is a pervasive developmental disorder characterized by poor attention span with distractibility, hyperactivity and impulsivity. Due to poor attention span child is not able give close attention to details, easily distracted by external stimuli. Hyperactivity is characterized by excessive psychomotor activity that may be purposeful or aimless, accompanied by physical movements and verbal utterances that are usually more rapid than normal. Whereas impulsivity is the trait of acting without reflection and without thought to the consequences of the behavior. These characteristics affect not only the academic lives of students with Attention Deficit Hyperactive Disorder; they may affect their social lives as well.
To assess the pre test knowledge score regarding Attention deficit hyperactive disorder in children among teachers of experimental and control groups.
To assess the post test knowledge score regarding Attention deficit hyperactive disorder in children among teachers of experimental and control groups, after implementation of structured teaching programme on experimental group.
To compare pre test and post test knowledge score regarding Attention deficit hyperactive disorder in children among teachers of experimental and control groups.
To find out the association between knowledge score regarding Attention deficit hyperactive disorder in children among teachers and their selected socio demographic variables.
Quasi Experimental(pre test post test control group) design
Selected Schools of District Jalandhar, Punjab.
Teachers of selected schools of District Jalandhar, Punjab.
80 teachers
Convenience sampling technique
The Pre test mean knowledge score of experimental group was 9.8 and Post test mean knowledge score was 24.85. The Pre test mean knowledge score of control group was 9.5. And Post test mean knowledge score was same. The significant difference was 23.182* in experimental group, research hypothesis was accepted at p<0.05 level of significance and null hypothesis was rejected. Experience of teaching and teaching to level of class has impact on knowledge regarding Attention Deficit Hyperactive Disorder in children among teachers. Hence, it was concluded that structured teaching programme was useful in providing knowledge regarding Attention Deficit Hyperactive Disorder in children.
"Knowledge", "Attention Deficit Hyperactive Disorder in children", "teachers", "selected schools"
