ABSTRACT
The present cross-sectional study aimed to evaluate Attention-deficit hyperactivity disorder (ADHD) symptoms in terms of gender and age. Based on convenience sampling, the data records of 1,184 children and adolescents with ADHD were gathered from various Child and Adolescent Psychiatry Clinics affiliated to Shiraz University of Medical Sciences (Shiraz, Iran). During 2010-2015, the patients had been interviewed face-to-face for ADHD diagnosis in accordance with the Diagnostic and Statistical Manual of Mental Disorders 4th Edition (DSM-IV) diagnostic criteria. The collected data were re-analyzed using parent-reported ADHD symptoms measured with the DSM-IV clinical symptoms checklist. Statistical analysis was performed using SPSS software with the Pearson correlation test, Chi-square test, and t test. P<0.05 was considered statistically significant. The mean age of the participants was 9.29±2.55 years, 904 (76.40%) of whom were boys. The mean total score of hyperactivity-impulsivity in girls and boys was 2.63±2.77 and 3.19±8.17, respectively. The mean total score of inattention in girls and boys was 3.40±1.97 and 3.28±2.00, respectively. Age and gender were not associated with the symptoms of inattentive ADHD. The symptoms associated with hyperactivity-impulsivity had a significant association with age (P<0.05). The symptoms with a statistically significant association with gender were frigidity (P=0.001), often running about (P=0.03), and often difficulties with playing or leisure activities (P=0.005). The most common symptoms of inattentive ADHD in both boys and girls were "inattention to details or making careless mistakes" (47.6% and 54.3%, respectively) and "fails to finish work" (43.0% and 40.1%, respectively). In contrast with the hyperactivity-impulsivity, the severity of inattention was not associated with age. The results of the present study indicated that while the ADHD screening questions for inattention could be the same for both genders, they should be different for hyperactivity-impulsivity.
ABSTRACT
BACKGROUND: Sleep patterns and habits in high school students in Iran have not been well studied to date. This paper aims to re-address this balance and analyse sleep patterns and habits in Iranian children of high school age. METHODS: The subjects were 1,420 high school students randomly selected by stratified cluster sampling. This was a self-report study using a questionnaire which included items about usual sleep/wake behaviours over the previous month, such as sleep schedule, falling asleep in class, difficulty falling asleep, tiredness or sleepiness during the day, difficulty getting up in the morning, nightmares, and taking sleeping pills. RESULTS: The mean duration of night sleep was 7.7 h, with no difference between girls, boys, and school year (grade). The mean time of waking in the morning was not different between genders. About 9.9% of the girls and 4.6% of the boys perceived their quality of sleep as being bad, and 58% of them reported sleepiness during the day. About 4.2% of the subjects had used medication to enhance sleep. The time of going to bed was associated with grade level and gender. Sleep latency was not associated with gender and grade level, l and 1.4% experienced bruxism more than four times a week. CONCLUSION: Our results are in contrast with that of previous studies that concluded sleep duration is shorter in Asia than in Europe, that boys woke-up significantly later than girls, and that the frequency of sleep latency category was associated with gender and grade level. The magnitude of the daytime sleepiness, daytime sleepiness during classes, sleep latency, and incidences of waking up at night represent major public health concerns for Iran.
ABSTRACT
OBJECTIVE: Attention deficit/hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in child and adolescent psychiatry. ADHD children are at risk for academic and psychological difficulties. Lack of cooperation between schools, parents and therapeutic institutions inhibits a multimodal treatment program. This study surveys teachers' knowledge and attitudes towards attention deficit hyperactivity disorder. METHOD: One hundred and ninety six elementary school teachers in Shiraz, Iran, anonymously completed a self-report questionnaire on ADHD. RESULTS: Knowledge about ADHD was relatively low. 46.9% of respondents agreed that ADHD is due to biological and genetic vulnerabilities and causation. 53.1%of all the teachers considered ADHD to be the result of parental spoiling. The attitude score towards ADHD children was also low. 64.8% agree that the same disciplinary rules used for all students should also be applied to ADHD children. 77.6% believe that ADHD students experience difficulties in their relations with their classmates. There was a significant correlation between teachers' knowledge of ADHD and their attitude. The main sources of knowledge about ADHD were: Television and radio; friends and relatives; periodical, newspapers and magazines. CONCLUSION: Knowledge about ADHD was sound to be very low. PRACTICE IMPLICATIONS: Health and/or Educational Ministry should promote a special course on ADHD for teachers and education should be part of the curriculum in faculty training. Providing these educational programs on television and radio may be highly effective as they were the most common source of information.
