engleski

Symptoms of impulsiveness/hyperactivity and inattention in schoolchildren with behavioural diffi culties

The main aim of this research was to examine homeroom teacher assessment of attention defi cit/hyperactivity disorder (ADHD) symptoms and some demographic and socio- pedagogical characteristics of schoolchildren with behavioural diffi culties, as well as the relations between the mentioned variables. Homeroom teachers assessed 1463 schoolchildren of all grades from 125 primary schools throughout Croatia, for whom they felt and/or thought to have behavioural diffi culties, on the Vanderbilt scale in two dimensions: impulsiveness/hyperactivity and inattention. Homeroom teachers assessed occasional to frequent impulsiveness-hyperactivity and frequent inattention in children. In boys and younger participants, impulsiveness-hyperactivity and inattention were assessed more often than in girls, except for inattention that was as frequently assessed in all boys regardless of age. Better academic achievement and material status were recorded in higher assessments of impulsiveness and hyperactivity. Poorer academic achievement was characterized by higher occurrence of inattention. Decisions on the suitable education program were associated with ADHD symptoms only in boys, and were negative for impulsiveness and hyperactivity but positive for inattention. The expressed need for additional help in learning and correcting behaviour was greater when assessments of all ADHD symptoms were higher. Prompt recognition of developmental diffi culties and early diagnosis had a signifi cant impact on forming appropriate support in the school and family system.

attention deficit disorder with hyperactivity ; schools ; teacher training

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