Effectiveness of Cognitive Behavior Therapy on Attention Deficit Hyperactivity Disorder among School Going Children

Abstract

Attention-deand#64257;cit hyper activity disorder is one of the most common disorders in early childhood. It is characterized by inattention, hyperactivity, and impulsivity, cognitive, behavioural, and emotional deand#64257;cits. It is also closely related to learning disabilities, lack of self-control, and social skill deand#64257;cits. Hence researcher was interested to assess the effectiveness of Cognitive Behavior Therapy on Attention Deficit Hyperactivity Disorder among school going children in Kancheepuram district. A One group pretest posttest research design was used. Multi stage sampling technique was adopted. The setting of the study was four schools in Kancheepuram district. Pretest done with Modified Vanderbilt ADHD Diagnostic Teacher Rating Scale and Modified Vanderbilt ADHD Diagnostic Parent Rating Scale. CBT was given for 110 students who were diagnosed as ADHD in 15 sittings. Posttest was done three times after each five sittings of CBT with same tool. The findings revealed that the prevalence of Attention Deficit Hyperactivity Disorder (ADHD) among school children based on agreement of parents and teachers report, 110 children were diagnosed as ADHD. The most common subtype of ADHD was the inattentive subtype [63.64%] followed by Hyperactive [33.64%] and combined subtype type [2.72%]. Repeated measures ANOVA F- test showed that, mean inattentive score difference was statistically significant difference between pre-test and posttest3 (F=8.25, Plt0.001). Repeated measures ANOVA F- test shows that, mean Hyperactive score difference is statistically significant between pre-test and posttest3 (F=7.86, P lt 0.001). Repeated measures ANOVA F- test shows that, mean combined score difference is statistically significant between pre-test and posttest3 (F = 0.20, P gt 0.05). To conclude, Cognitive Behavior Therapy is effective on ADHD among school going children.