Effectiveness of Structured Teaching Programme on Knowledge Regarding Early Identification and Prevention of Attention Deficit Hyperactivity Disorder among the Primary School Teachers in Selected School at Bengaluru
Abstract: Introduction: Attention- Deficit Hyperactivity Disorder [ADHD] is a chronic condition that affects millions of children and often continues into adulthood. ADHD includes a combination of persistent problems, such as difficulty in sustaining attention, hyperactivity and impulsive behaviour. Children with ADHD, may also struggle with low self- esteem, troubled relationships and poor performance in school, symptoms sometimes lessen with age. However, some people never completely outgrow their ADHD symptoms. But they can learn strategies to be successful. Objectives: To assess the knowledge regarding attention deficit hyperactivity disorder among the primary school teachers. To evaluate the effectiveness of structured teaching programme on knowledge regarding attention deficit hyperactivity disorder among the primary school teachers. To find association between pertest knowledge with selected demographic variables. Result: In the process of Data Collection 83.3% had inadequate knowledge on attention deficit hyperactivity disorder, 10% had moderate knowledge an attention deficit hyperactivity disorder, 6.7% had adequate knowledge an attention deficit hyperactivity disorder among primary school teachers.
Keywords: Assess, knowledge, attention deficit hyperactivity disorder, primary school teachers
How to Cite?: Chengamma K., "Effectiveness of Structured Teaching Programme on Knowledge Regarding Early Identification and Prevention of Attention Deficit Hyperactivity Disorder among the Primary School Teachers in Selected School at Bengaluru", Volume 15 Issue 4, April 2026, International Journal of Science and Research (IJSR), Pages: 721-724, https://www.ijsr.net/getabstract.php?paperid=SR26409195708, DOI: https://dx.doi.org/10.21275/SR26409195708