A study to assess the effectiveness of structured teaching programme (STP) on the knowledge among teachers regarding “Identification and management of behavioural problem in children” (IMBP) in a selected primary schools at Dehradun Uttarakhand (original) (raw)
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2022
Behaviour means the way in which one acts or conducts oneself, especially towards others. A behaviour is considered maladaptive when it is inappropriate, when it interferes with adaptive functioning. In India, the prevalence rate of behavioural problems is 43.1%, 29.7% attention deficit hyperactivity disorders and, 15% of children have serious learning disabilities. The objectives of this study were to assess the existing knowledge of primary school teachers regarding selected common behavioural problems of children, to evaluate the effectiveness of structured teaching programme regarding selected common behavioural problems of children, to find out the association between the posttest knowledge scores with selected demographic variables. Pre-experimental research was conducted in 2021 in selected primary schools of district sirmour (H. P), sample of 60 teachers were selected by using convenient sampling technique. Result finding showed that mean pretest knowledge score was 10.9±2.3...
Effectiveness of Structured Teaching Programme on Selected Common Behavioural Problems of Children
Children are the most important asset and wealth of a nation. Healthy children make a healthy nation. The children under 15 years of age constitute about 40% of the population. The child is not a miniature, but an individual in his own right. The quality of childhood one has lived will determine the ultimate nature of the adulthood. Now a day, because of the rapid industrialization and urbanization, majority of young couples are employed, so unavoidably they get less time to look after their children. Under these circumstances, emotional, behavior and psychiatric problems are on the rise
AWARENESS AMONG TEACHERS WITH REGARDS TO THE SCHOOL STUDENTS BEHAVIORAL PROBLEM: A STUDY
In the present study A Quasi Experimental Study a research design was used to achieve the objectives of the study. The study was conducted in selected schools of Kurukshetra city of Haryana State. In the present study the sample comprised of 60 people. A structured questionnaire knowledge regarding behavioral problem was prepared to study the sample. Descriptive and inferential statistics had been used to analyze the data obtained through interviews. This study indicates that the planned teaching is effective in increasing the knowledge of teachers regarding behavioral problem.
Background:Mental retardation is a condition characterized by significantly lower than average intellectual ability and adaptive behavioral deficits, currently affects between 2% to 3% of the total population. Mental retardation is a subtype of intellectual disability which is found in every culture. It is a particular state of functioning that begins in childhood and is characterized by limitation in both adaptive skills and intelligence.Behaviour disorders are frequent in children with an intellectual disability, regardless of the underlying etiology. Learning starts from birth, formal learning takes place in school under the guidance of teachers. So teacher's role in creating efficient citizen is significant. It is in this context the importance of a nurse become vital in safeguarding and promoting the mental health of children and early identification of deviations from normal. The school is one of the most organized and powerful system in our society that influence the health and well-being of those who come in contact with it. Thus the nurse will be a dynamic force, instrumental and indispensable in assisting the teachers to learn to recognize and to help children with learning disability. Hence we selected a study to evaluate the effectiveness of structured teaching programme on knowledge regarding behavioural problems in mentally retarded children among school teachers at selected School. Materials and Methods: In this quantitative evaluative study 30 samples were selected to evaluate the knowledge regarding behavioural problems in mentally retarded children among school teachers. The research design adopted for this study was pre experimental (one group pretest posttest design).The investigator used simple random sampling by using lottery method to select the sample for the study. School teachers who fulfilled the inclusive criteria at selected School. Results:The study finding states that structured teaching programme was effective in improving the level of knowledge on behavioural problems in mentally retarded children among school teachers and there was no association found between the demographic variables and the pretest level of knowledge. Conclusion: Knowledge of school teachers helps to identify the behavioural problems of mentally retarded children.
2020
Attention Deficit Hyperactivity Disorder (ADHD) is a mental disorder that most often occurs in children. 6.4 million American children ages 4-17 have been diagnosed with ADHD. The average age of ADHD diagnosis: 7. Age when symptom of ADHD typically first appear 3-6. 6.1% of American children are being treated for ADHD with medication. 42% increase in ADHD diagnoses over the past 8 years. ADHD is a very common problem. It has been found to affect between 5% and 12% of the school-aged population worldwide. ADHD is about three times more common in boys than in girls. According to WHO recent studies find out that ADHD is a fifth leading cause of death and mental disability in the children. The causes of ADHD are brain trauma, genetic and hereditary factor, toxin in environment and prenatal exposure to alcohol, nicotine, smoking etc. The public health providers are arrange group discussion and education or nursing practice aspect to the primary school teacher and improve the knowledge th...
Sukhdeep Kaur, Dr.Ghanshyam Tak & Amandeep Kaur State Institute of Nursing and Paramedical Sciences, Badal. Universe International Journal of Interdisciplinary Research, 2020
Attention deficit hyperactivity disorder is one of the most commonly diagnosed psychiatric childhood disorders. Teachers play a major role in the identification and assessment of children’s academic and behavioural problems and make primary decision how to help them. The aim of the study is to assess the effectiveness of Structured Teaching Programme on knowledge regarding Attention Deficit Hyperactivity Disorder in children among teachers in selected primary schools of district Sri Muktsar Sahib, Punjab. Quasi experimental, non-randomized control group design was used. Total 60 school teachers i.e. 30 in experimental group and 30 in control group were selected by non-probability convenience sampling technique from selected government primary schools of district Sri Muktsar Sahib, Punjab. Data was collected using structured knowledge questionnaire.In the control group, pretest knowledge score was 10.67and posttest knowledge score was11.7. The difference between pretest and posttest knowledge score was found statistically non-significant. In experimental group, pretest knowledge score was 11.63 and posttest knowledge score was18.65. Statistically significant difference in the mean pre-test and post-test knowledge of school teachers regarding ADHD in children in the experiment group structured teaching programme is effective in improving the knowledge of school teachers. So there is need to update the knowledge of school teachers through in-service training programmes and school health programmes. Keywords- Structured teaching, Hyperactivity Disorder, Primary Schools.
Prevalence of Behavioural Problems among School Children: A Pilot Study
https://www.ijhsr.org/IJHSR\_Vol.8\_Issue.12\_Dec2018/IJHSR\_Abstract.016.html, 2018
Introduction: Behavioural problems in children are actually the characteristics that do not meet the criteria of mental disorder, but can lead to the development of mental disorder in later life if not taken care of. Behavioural problems can be of different types-both externalizing and internalizing i.e. hyperactivity, inattention, temper tantrum, depression, anxiety, aggression, disobedience, peer problems, nail biting, thumb sucking, sleep problems etc. Behavioural problems in children should be identified and managed as early as possible to prevent further complications. Objectives: The objectives of the study are To assess the behavioural problems among school children To assess the sociodemographic profile of children with behavioural problems To find out the association between behavioural problems and selected demographic variables Methodology: The present study is a descriptive survey study that is conducted among 50 no of students selected randomly from government primary schools of Baksa District, Assam. The tools used for data collection are strength and difficulty questionnaire (SDQ)-teacher form and socio-demographic proforma for school children. After collecting the data, statistical analysis of data has been done with descriptive and inferential statistics. Results: 18% of the students have abnormal behavioural while 12% have borderline behavioural problems. Highest number of students (26%) has conduct problems. Mean score of externalizing problem is more than that of internalizing problem. There is significant association between emotional problem and age, conduct problem and gender, conduct problem and no of siblings, hyperactivity and religion, prosocial problem and age Conclusion: Behavioural problems exist at the early stage of human development i.e. childhood. It is important to identify the child with behavioural problems at the earliest where school teachers can take an active role in a country like India, thus reducing the cost of health economy.
Behaviour Modification as An Effective Technique in Classroom Teaching
Research on Humanities and Social Sciences, 2020
This study investigated of teachers' perception of the use of behaviour modification techniques in reducing truancy among primary school pupils in the Onitsha Education zone, Anambra State, Nigeria. Secondly, the study also examined the effectiveness of the various behaviour modification strategies employed by teachers in checking truancy in Onitsha Education Zone. The study used qualitative research methodology such as focus group discussion, key informant interview and questionnaire to elicit information from the respondents. The study population of the study was primary school teachers in the zone. A sample size of 250 respondents was selected. The teachers were randomly selected from 10 public primary schools. In each of the ten selected schools, (15 female and 10 male respondents were selected as samples making it 100. The stratified random sampling technique was used to select the respondents from different strata. The study used descriptive statistics for hypotheses testing. The results from our findings reveal that there is no significant difference in mean score of male and female teachers' perception in use of behaviour modification techniques in the classroom. This connotes that the respondents have positive reactions to behaviour modification techniques in the study area. In addition, empirical analysis from our findings reveals further that commending a truant who starts attending lessons will make him/her to improve, promising a truant a pen any day he comes to school will encourage him/her to come often. That is, by implication, the study found significant negative relationship between material and non-material motivations and behaviour modification among primary school pupils in the study area. This indicates the effectiveness of the behaviour modification techniques in the study areas. Based on the results of our findings, this study recommends that the government through the ministry of education both at the federal, state and local levels should liaise with school authorities, Non-governmental organizations and relevant stakeholders to organize seminars and workshops to educate teachers on the appropriate use of behaviour modification techniques in order to revamp the system and structure of education in Nigeria.