Research view
Title: | Teachers as partners in the diagnosis of attention deficit/hyperactivity disorder among kindergarten children |
Author: | Maha F. Abd El-Lateef Abou-Hatab and Refkha M. Megali |
Abstract: |
Background
Attention deficit/hyperactivity disorder (ADHD) is a public health concern affecting
about 7% of the school-age population.
Aim
The present study aimed at screening for ADHD among kindergarten children as a part
of early detection in school settings.
Participants and methods
A total of 153 children were assessed by their teachers (56.9% boys and 43.1% girls)
and 133 (86.9%) children by their parents using the teacher/parent ADHD screening
scales (kindergarten versions). Further assessments – both parent and teacher
assessments – were carried out for positive cases (18 children) using the Diagnostic
and Statistical Manual of Mental Disorders, 4th ed. (DSM-IV) criteria for ADHD and
the Stanford–Binet Intelligence Scale 4th ed.
Results
Twelve (10 boys and two girls) preschool children fulfilled the DSM-IV criteria for the
diagnosis of ADHD (five KG I and seven KG II children); 2 cases were diagnosed with
mild mental retardation and two cases belonged to borderline intelligence quotient (IQ)
category. Overall, 6–10 ADHD cases were having more than two functional problems
(reading, understanding, expressive language, mathematical abilities).
Conclusion
Overall, 7.8% of the children included in the present research were ADHD cases. An
early diagnosis is a priority in kindergarten stage for better management and follow-up.
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Journal: | Middle East Current Psychiatry 2016, 23:175–178 |
Text: | |
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