A Study to Assess the Effectiveness of a Self-Instructional Module (SIM) on Knowledge of Parents of R. L. Public School Morena Children in Identifying Attention-Deficit Hyperactivity Disorder (ADHD)

Abstract

Attention-Deficit Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders of childhood, characterized by persistent patterns of inattention, hyperactivity, and impulsivity. Early identification and intervention are crucial for effective management and better outcomes in affected children. Parents play a vital role in recognizing the early signs and seeking appropriate care, yet many lack the necessary knowledge and awareness. This study was undertaken to assess the effectiveness of a Self-Instructional Module (SIM) in enhancing the knowledge of parents of R.L. Public School, Morena, regarding the identification of ADHD. By improving parental understanding, the study aims to contribute to early detection, timely intervention, and better child developmental outcomes.

Objectives: To assess knowledge of parents in experimental group in identifying ADHD before administering SIM. To assess knowledge of parents in control group in identifying ADHD. To assess knowledge of parents in experimental group in identifying ADHD after administering SIM. To assess post-test knowledge scores of parents in control group in identifying ADHD. To compare the knowledge scores before and after administering SIM. To compare the knowledge scores in experimental and control group. To correlate knowledge scores with selected demographic variables. Material and methods: the investigator used quasi experimental research (pre-test post-test control group design). Convenient sampling of non-probability sampling technique used to select the 60 parents in selected school Morena children from Pune city. Self-structured questionnaire were used to assess the knowledge regarding attention deficit hyperactivity disorder. The conceptual framework for this study was based on general system theory. The data was analysed by using descriptive and inferential statistics.

Results: In the pre-test phase majority of parents in the experimental group (96.6%) had an average knowledge score (16-35), and the mean of the scores was 22.1, whereas in the post-test phase majority (70%) of parents have a good knowledge score (36-50), and the mean of the scores increased to 37.7. Also the calculated 't' value is 4.12, which is significantly higher than the table value of 1.94 at 0.05 level of significance. These findings indicate that the self-instructional module (SIM) is effective in increasing the knowledge of the samples regarding ADHD. Conclusive: Parents usually do not approach professional help for their problems with raising children. They feel that children will naturally outgrow their problems. Thus, written educative material can be very effective in educating them on a subject like ADHD, which is a very less known disorder. It can prove to be very effective in betterment of their child rearing practices in the future.