Literacy about Attention-deficit/Hyperactivity Disorder among Primary School Teachers in Lagos, Nigeria.
Br J Med Med Res
;
2015; 8(8): 684-691
Article
in English
| IMSEAR
| ID: sea-180711
ABSTRACT
Aim:
Teachers have important roles in the identification, referral and management of school children with Attention-deficit/Hyperactivity Disorder (ADHD). However, their ability to play these roles is contingent on their depth of knowledge about ADHD. This study assessed literacy about ADHD in a sample of primary school teachers in Lagos, south-west Nigeria. Study Design andMethodology:
Using a cross-sectional study design, 144 primary school teachers in Lagos, south-West Nigeria completed a vignette-based questionnaire which assessed knowledge about symptoms and management of ADHD. The vignette depicted a student with ADHD based on the DSM-1V diagnostic criteria.Results:
The mean age of the participants was 41.7 (±9.3) years, and 62.5% were females. Only 7.6% of the primary school teachers correctly identified the ADHD case vignette. The teachers predominantly recommended corporal punishment/’serious discipline’ (83.3%) in handling students with features of ADHD. The usefulness of medications and psychological interventions in ADHD were recognised by only 9.0% and 16.7% respectively.Conclusion:
There is a low level of ADHD literacy among primary school teachers in Lagos. This highlights the need for educational interventions to improve knowledge about ADHD among the school teachers.
Full text:
Available
Index:
IMSEAR (South-East Asia)
Type of study:
Observational study
Language:
English
Journal:
Br J Med Med Res
Year:
2015
Type:
Article
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