Paediatria Croatica, Vol. 65 No. 1, 2021.
Izvorni znanstveni članak
https://doi.org/10.13112/PC.2021.5
Symptoms of impulsiveness/hyperactivity and inattention in schoolchildren with behavioural difficulties
Nataša Vlah
Sanja Skočić Mihić
Snježana Sekušak Galešev
Sažetak
The main aim of this research was to examine homeroom teacher assessment of attention deficit/hyperactivity disorder (ADHD) symptoms and some demographic and socio-pedagogical characteristics of schoolchildren with behavioural difficulties, 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 difficulties, on the Vanderbilt scale in two di- mensions: impulsiveness/hyperactivity and inattention. Homeroom teachers assessed occasional to frequent impulsiveness-hyper- activity 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 aca- demic 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 difficulties and early diagnosis had a significant impact on forming appropriate support in the school and family system.
Ključne riječi
ATTENTION DEFICIT DISORDER WITH HYPERACTIVITY; TEACHER TRAINING; SCHOOLS
Hrčak ID:
253861
URI
Datum izdavanja:
17.3.2021.
Posjeta: 1.065 *