Elementary teacher perspectives of attention deficit hyperactivity disorder type behaviours in the classroom

Abstract

A commonly diagnosed childhood developmental disorder that impacts on a school going child s academic and social functioning is Attention Deficit Hyperactivity Disorder (ADHD). ADHD as defined by the American Psychiatric Association (2000) is a persistent pattern of inattention and /or hyperactivity- impulsivity that is more frequently displayed or more severe than is typically observed in individuals at a comparable level of development. The World Health Organization s Classification of Diseases (WHO, 1990) also recognizes this condition, referring to it as hyperkinetic disorders. ADHD is a complex phenomenon and needs to be understood in a more holistic, Biopsychosocial framework as opposed to the polarized conceptualizations that dominate research on ADHD. Schools in general and teachers in particular constitute an integral part of the child s environment and can play a significant role in recognizing and initiating interventions. Extant research highlighted that ADHD in India is essentially located in the school context with most clinic referrals being linked to academic concerns. Milder presentations of ADHD or sub clinical levels of ADHD that have been referred to as ADHD type behaviours in this study do not present themselves in clinic contexts, nevertheless children who experience these behaviours and teachers who are required to manage them on a daily basis do experience distress. The objectives of the study were to understand teacher perspectives in relation to ADHD type behaviours, the influence of school systemic factors on teacher responses and to incorporate their suggestions in designing a classroom based programme that would facilitate awareness, identification and early intervention for ADHD. A qualitative approach to research was adopted. The study was located in Bangalore Urban district and through the use of purposive sampling a selected group of teachers, heads of school and students were chosen from the elementary section of 5 schools.