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Knowledge and Attitudes About Attention-Deficit/Hyperactivity Disorder and Specific Learning Disorder in an Urban
Sayantani Mukherjee1, Henal R Shah, Seethalakshmi Ramanathan
1*Department of Psychiatry, Topiwala National Medical College, Mumbai, India; †Department of Psychiatry and Behavioral Sciences, SUNY Upstate Medical University; and ‡Hutchings Psychiatric Center, Syracuse, NY.
The Journal of Nervous and Mental Disease
|April 22, 2016
Summary
Children often lack knowledge about attention-deficit/hyperactivity disorder (ADHD) and specific learning disorders (SLDs). This study highlights a significant gap in understanding these conditions among Indian school-aged children, impacting diagnosis and support.
Area of Science:
- Child Psychology
- Neurodevelopmental Disorders
- Educational Psychology
Background:
- Attention-deficit/hyperactivity disorder (ADHD) and specific learning disorders (SLDs) contribute to academic underachievement in children.
- Limited research exists on school-aged children's understanding of ADHD and SLDs.
Purpose of the Study:
- To assess the knowledge and attitudes of school-aged children towards ADHD and SLDs.
- To compare children's understanding of ADHD/SLDs with a common illness like the common cold.
Main Methods:
- A questionnaire-based interview was conducted with 120 school-aged children at a child guidance clinic in Mumbai.
- Knowledge and attitudes regarding symptoms, attributions, and treatments for ADHD, SLDs, and the common cold were evaluated.
Main Results:
- While awareness of illness was high (80%-100%), detailed knowledge varied significantly (15%-80%) for ADHD and SLDs.
- Children with ADHD reported a greater sense of control over their condition.
- Understanding of ADHD and SLDs lagged behind that of the common cold.
Conclusions:
- A significant deficit in knowledge regarding ADHD and SLDs exists among school-aged children in India.
- Addressing this knowledge gap is crucial for early identification and effective management of these disorders.
- Further research and educational interventions are needed to improve children's understanding of neurodevelopmental conditions.
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