Published Paper Details:

Attention Deficit Hyperactivity Disorder is one of the most common chronic psychological disorders that affects school age children. It is characterised by the impulsivity, hyperactivity and inattention. It has been recognized as affecting child's ability to function and creates difficulties while paying attention. It affects about 5-7 % of children when diagnosed via the DSM-IV criteria, it diagnosed approximately twice as often in boys than girls and 1.6 times more often in men than in women. About 30-50 % of people diagnosed in childhood continue to have ADHD in adulthood, with 2.58 % of adult estimated to have ADHD which began in childhood. Material and Method: A quantitative approach Quasi-experimental without control group pre-test-post-test design was adopted to assess the effectiveness of planned teaching programme on knowledge regarding attention deficit hyperactivity disorder among primary school teacher. The general system theory was adopted for conceptual framework. A total 30 primary school teacher were selected by using purposive convenient sampling technique. The instrument used for study is structured-questionnaire which consist of two sections, the first section is of demographic variables of primary school teachers and second section is contain 18 multiple choice questions to assess the knowledge regarding ADHD. The structured teaching program on ADHD was provided through lecture method for a period of 60 minutes. The post-test was given after 8 days. Collected data were analysed by using the descriptive and inferential statistics. RESULT:- The knowledge score of selected primary school teachers were poor before structured teaching programme. After the teaching programme 36.66 % has average knowledge and 63.33 % has good knowledge. The effectiveness of structured teaching programme was statistically tested by paired ''t'' value and the result found to be significant at P<0.001 level. There is no significant relationship between demographic variables and pre-test knowledge of subject on ADHD.