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Related Concept Videos

Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
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Modeling in Therapy

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Participant Modeling
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The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
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Increase in teachers' knowledge about ADHD after a week-long training program: a pilot study.

Ehsan Ullah Syed1, Sajida Abdul Hussein

  • 1Department of Psychiatry, Aga Khan University, Karachi, Pakistan. ehsan.syed@aku.edu

Journal of Attention Disorders
|May 29, 2009
PubMed
Summary
This summary is machine-generated.

This study developed and evaluated an ADHD training program for teachers in Pakistan. The workshop significantly improved teachers' knowledge of Attention Deficit Hyperactivity Disorder (ADHD) symptoms, with lasting effects observed six months later.

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Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)

Published on: March 12, 2020

Area of Science:

  • Psychiatry
  • Educational Psychology
  • Child Development

Background:

  • Attention Deficit Hyperactivity Disorder (ADHD) is prevalent in school-aged children, affecting 3-5% globally.
  • Epidemiological studies in Pakistan indicate a high prevalence of ADHD among school children.
  • A literature review revealed a lack of published research on ADHD-focused teacher training programs in Pakistan.

Purpose of the Study:

  • To develop and evaluate a targeted training program for teachers on Attention Deficit Hyperactivity Disorder (ADHD).
  • To address the identified gap in professional development for educators managing ADHD in Pakistani schools.

Main Methods:

  • A pilot ADHD teacher training program was designed and implemented in three Karachi schools.
  • Teachers' knowledge of ADHD signs and symptoms was assessed using a questionnaire before, immediately after, and six months post-training.

Main Results:

  • Forty-nine female teachers participated in the pilot program.
  • A statistically significant improvement in ADHD knowledge scores was observed immediately after the training (p < .005).
  • This knowledge improvement was sustained at the six-month follow-up assessment.

Conclusions:

  • The developed ADHD training workshop effectively enhanced school teachers' understanding of ADHD symptomatology.
  • The positive impact of the training on teacher knowledge persisted for at least six months, indicating program efficacy.