EFFECT OF ATTENTION-DEFICIT HYPERACTIVITY-DISORDER TRAINING PROGRAM ON THE KNOWLEDGE AND ATTITUDE OF PRIMARY SCHOOL TEACHERS IN KADUNA, NORTH WEST NIGERIA

Abstract

Background: Attention deficit hyperactivity disorder (ADHD) is the most common childhood neuro-behavioural disorder with associated significant long-term impairments such as academic underachievement, learning disability, reduced self-esteem and anti-social behaviour. Teachers are in a uniquely advantageous position to detect possible cases, refer for diagnostic assessment, implement behavioural programmes, and support the treatment received by affected children. However, many teachers in mainstream education lack training on dealing with pupils experiencing behavioural challenge to learning in northern Nigeria. This study thus aimed to assess the effect of an ADHD training program on the knowledge and attitude of primary school teachers in Kaduna, Nigeria as well as explore the factors impacting on the level of knowledge and attitude. Methodology: A quasi experimental study was conducted among 159 primary school teachers in seven primary schools with 84 teachers in the intervention group and 75 in the control group. Teachers in the intervention group were trained using the ADHD training program for 3 hours in the first session and 1.5 hours in the second (booster) session 2 weeks later. For the outcomes measures (a) ADHD knowledge questionnaire, (b) ADHD Attitude scale and (c) knowledge of Behavioural Intervention questionnaire were administered to both groups at pre training and post training. The measures were repeated for the intervention group a week after the second (booster) session, along with a Client satisfaction survey. Data analysis was conducted using SPSS. Results: The teachers had overall percentage score of 40.32% on the knowledge of ADHD, 57.3% on the knowledge of behavioural intervention and negative attitude towards pupils with ADHD. The ADHD training program demonstrated a statistically significant increase in mean knowledge score for ADHD (t = 5.270, df = 145, p<0.001), Knowledge of Behavioural Intervention (t = 3.594, df = 145, p<0.001), and improvement in attitude in the intervention group (t = -2.838, df = 145, p<0.001) compared with the controls post intervention. Analysis of co-variance (ANCOVA) (controlling for baseline scores and other relevant covariates) confirmed treatment effects for all three outcome measures. The intervention accounted for: (a) 21% of the variance in the post intervention ADHD Knowledge scores {F (1,143) = 38.1, p = 0.000} with large Cohen’s d Effect Size of 0.9. (b) 7.1% of the variance in post intervention Attitude scores {F (1,143) = 11.0, p = 0.001} with moderate Cohen’s d Effect Size of 0.5, and (c) 6.2% of the variance in the post intervention scores on behavioural intervention questionnaire {F (1,143) = 9.5, p = 0.002} with moderate Cohen’s d Effect Size of 0.6. The post booster measures showed statistically significant additional increase only in knowledge of ADHD (t = -2.116, df = 74, p<0.038). Conclusions: The teachers had limited knowledge of ADHD and negative attitudes towards pupils with ADHD. The training program significantly improved the knowledge and attitude of the teachers in the intervention group. Considerations should be given to incorporating ADHD training programs into teacher-training curricula, with regular reinforcement through in-service training