Prevalence of attention deficit hyperactivity disorders in first to third grades primary school students in Semnan, Iran

authors:

avatar A. li Sadolahi , avatar Jalal Bakhtiyari , avatar Masoomeh Salmani ORCID , * , avatar Arman Khademi , avatar Narjes Mohammadi , avatar Mitra Nakhaeenezhad , avatar Raheb Ghorbani ORCID

Koomesh: Vol.21, issue 2; 292-297
published online: May 01, 2019
article type: Research Article
received: November 05, 2017
accepted: October 01, 2018

how to cite: Sadolahi A L, Bakhtiyari J, Salmani M, Khademi A, Mohammadi N, et al. Prevalence of attention deficit hyperactivity disorders in first to third grades primary school students in Semnan, Iran. koomesh. 2019;21(2):e153070. 

Abstract

Introduction: Attention deficit hyperactivity disorder (ADHD) is a developmental behavioral disorder. Children with ADHD do not have the ability to concentrate on a subject due to the unusual and extremely high physical activity. In spite of the negative effects of the ADHD, the epidemiological studies in this field seem to be limited. The aim of the present study was to report the prevalence of ADHD in the first to third grade elementary school students of Semnan, Iran. Materials and Methods: Twenty out of 69 primary schools were selected through the cluster random sampling procedure. The Conner;#39s questionnaire (teachers;#39 version) was handed in to the teachers. After three working days, the completed forms were collected. Each child;#39s score was calculated. The cutoff – point for the diagnosis of ADHD was considered 60. Results: The results of the present study indicated that 44.5% of the students showed some degrees of the ADHD that 10.9% of them scored as severe (they scored at or above 60). Thirteen percent of the boys and 8.6% of the girls showed severe symptoms of ADHD, this difference was statistically significant (p = 0.049). In the subdivisions of the Conner;#39s questionnaire, the girls scored better than the boys in the "Behavior in Class" section (p = 0.014). Conclusion: About half of the primary school students in Semnan city showed different degrees of ADHD in the first to third grades, of which 10.9% were severe. Therefore, performing diagnostic screening of ADHD at the beginning as well as in the middle of the school year can be an effective way to identify children with ADHD earlier, provide extra educational and rehabilitation services and support, with priority in boys, and to be able to prevent the consequences and disadvantages of ADHD in students

References

  • 1.

    Babapoor J, Hekmati I, Soodmand M. Comparison of verbal and visual memory in children with attention deficit / hyperactivity and normal children. Quart J Modern Psychol Res 2009; 5: 1-23. (Persian).

  • 2.

    Fazel M, Almasi Dooghaee M, Ghasemi F, Hebrani P, Ashrafzadeh F. Evaluation of the quality of life and the frequency of attention deficit hyper activity disorder in children with epilepsy. Shafaye Khatam 2015; 3: 65-72. (Persian).

  • 3.

    American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders. Fifth ed. Washington, DC: American Psychiatric Association; 2013.

  • 4.

    Hossain khanzade A. Social skills education for children with attention deficit hyperactivity disorder. Excep Educ 2014; 8: 23-41. (Persian).

  • 5.

    Habrani P, Bahdani F. Gender differences in comorbid disorders with attention deficit / hyperactivity disorder (ADHD). J Quarterl Horizon Med Sci 2006; 11: 54-60.

  • 6.

    Polanczyk G, De Lima MS, Horta BL, Biederman J, Rohde LA. The worldwide prevalence of ADHD: a systematic review and metaregression analysis. Am J Psychiatry 2007; 164: 942-948.

  • 7.

    Zare Bahramabadi M, Ganji K. The study of prevalence of attention deficit/Hyperactivity disorder (ADHD) and it's comorbidity with learning disorder (LD) in primary school's students. J Learn Disabil 2014; 3: 25-43.

  • 8.

    Moradi A, Khabaz Khob M, Agah T, Javaher Foroushzade A, Rezvan B, Haeri Kermani Z, Palahang S. The prevalence of attention deficit hyperactivity disorder in primary school children in neyshabour during the academic Year of 2006-2007. Gorgan Univ Med Sci 2008; 10: 37-43. (Persian).

  • 9.

    Bakhshi S, Najati V, Rezayi S, Hekmati I. Epidemiology of attention deficit/ hyperactive disorder among third grade primary school students of Rasht. Hakim 2011; 14: 203-209. (Persian).

  • 10.

    Akhavan Karbasi S, Golestan M, Fallah R, Sadr Bafghi M. Prevalence of attention deficit hyperactivity disorder in 6 year olds of Yazd city. J Shahid Sadoughi Univ Med Sci 2008; 15: 29-34. (Persian).

  • 11.

    Davidovitch M, Koren G, Fund N, Shrem M, Porath A. Challenges in defining the rates of ADHD diagnosis and treatment: trends over the last decade. Bio Med Central Pediatr 2017; 7: 218-227.

  • 12.

    Bartlett PC, Judge LJ. The role of epidemiology in public health. Rev Sci Tech 1997; 16: 331-336.

  • 13.

    Alizade H. Theoretical explanation of attention deficit/hyperactivity disorder: behavioral inhibition patternand and nature of self control. Res Excep Children 2005; 17: 323-384. (Persian).

  • 14.

    Shahim S, Yusefi F, Shahaiyan A. Standardization and psychometric properties of conners grading scale - teachers form. J Psychol Educ Sci Ahvaz Shahid Chamran Univ 2008; 3: 1-26. (Persian).

  • 15.

    Chang LY, Wang MY, Tsai PS. Diagnostic accuracy of rating scales for attention-deficit/hyperactivity disorder: a meta-analysis. Pediatrics 2016; 137: 1-13.

  • 16.

    Holden SE, Jenkins-Jones S, Poole CD, Morgan CL, Coghill D, Currie CJ. The prevalence and incidence, resource use and financial costs of treating people with attention deficit/hyperactivity disorder (ADHD) in the United Kingdom (1998 to 2010). Child Adolesc Psychiatry Ment Health 2013; 7: 1-13.

  • 17.

    Inistitute of Medicine. Mental Disorders and Disabilities among Low-Income Children. Boat TF, editor. USA: The National Academies Press; 2015.

  • 18.

    Birmaher B, Brent D; AACAP Work Group on Quality Issues, Bernet W, Bukstein O, Walter H, et al. Practice parameter for the assessment and treatment of children and adolescents with depressive disorders. J Am Acad Child Adolesc Psychiatry 2007; 46: 1503-1526.

  • 19.

    Habibollahi S, Souri A, Haji Arbabi F, Ashoori J. Effects of neurofeedback training on sustain attention and planning in students with attention deficit disorder. Koomesh 2016; 17: 447-454. (Persian).##.