Literacy about Attention-deficit/Hyperactivity Disorder among Primary School Teachers in Lagos, Nigeria

Ibukun, Adeosun and Oluyemi, Ogun and Abidemi, Bello and Suraj, Adeyemo and Ola, Fatiregun (2015) Literacy about Attention-deficit/Hyperactivity Disorder among Primary School Teachers in Lagos, Nigeria. British Journal of Medicine and Medical Research, 8 (8). pp. 684-691. ISSN 22310614

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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 and Methodology: 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.

Item Type: Article
Subjects: STM Digital > Medical Science
Depositing User: Unnamed user with email support@stmdigital.org
Date Deposited: 05 Jun 2023 05:55
Last Modified: 03 Sep 2024 05:45
URI: http://research.asianarticleeprint.com/id/eprint/1029

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