PATTERN OF ATTENTION DEFICIT HYPERACTIVITY DISORDER AMONG PRIMARY SCHOOL CHILDREN IN ILE-IFE AND AN ASSESSMENT OF FACTORS AFFECTING THEIR ACADEMIC PERFORMANCE

Abstract

Background: Attention Deficit Hyperactivity Disorder (ADHD) is a neurobehavioral developmental
disorder with onset in early childhood. It affects children worldwide with a wide variation in the
prevalence across different countries. In Nigeria, there is paucity of information on the prevalence of
ADHD and its impact on academic performance. This study aims to determine the prevalence of
Attention Deficit Hyperactivity Disorder among primary school pupils in Ile- Ife and assess factors
affecting the academic performance of children with ADHD.
Materials and Methods: This cross-sectional study was conducted between February and July 2014
among 1,385 pupils attending public and private primary school in Ife Central Local Government
Area. These pupils were selected using the multistage random sampling technique. The Disruptive
Behaviour Disorder Rating Scale (DBDRS) was used in screening the studied population to identify
children who had ADHD according to the Diagnostic Statistical Manual of Mental Disorder fourth
edition (DSM IV). The socio demographic characteristics and intelligent quotients (IQ) of the pupils
with ADHD and their peers without ADHD were determined. The academic performance of the
pupils was also determined using academic performance questionnaire (APQ) and continuous
assessment score for first and second term in 2013 / 2014 session while the IQ of the pupils was
determined using the Draw A Person Test (DAPT) tool.
Results: Sixty five out of the 1,385 pupils screened with DBDRS were found to have ADHD giving
the prevalence rate of 4.7%. Thirty eight (5.5%) of the 687 males had ADHD while 27 (3.9%) of the
698 females had ADHD. There was no statistically significant difference in ADHD prevalence and
gender (2 = 2.141, p = 0.143). Among the 65 children with ADHD, 28 (43%) had the inattentive
subtype, 25 (38.5%) had the combined subtype while 12 (18.5%) had hyperactive / impulsive subtype.
Forty five (6.1%) of 735 pupils aged 5-8 years had ADHD while 20 (3.1%) of 650 pupils aged 9-12
years had ADHD. The prevalence of ADHD was significantly higher in the younger age group than
the older age groups (2 =7.153, p=0.007). Seven (3.6%) of 196 pupils in upper social class had
ADHD, 32 (4.1%) of 783 pupils in middle social class had ADHD while 26 (6.4%) of 406 pupils from
low social class had ADHD. There was no significant association found between the prevalence of
ADHD and the social class(  2 = 3.852, p = 0.146). Twenty one (32.3%) of 65 pupils with ADHD had
low CA score while 127 (9.6%) of 1320 pupils without ADHD had low CA score. There was
significant difference between the CA score of pupils with ADHD and their peers without ADHD,
with those without ADHD having better CA score (  2 = 36.875, p= 0.000). The CA score of pupils
with ADHD was significantly lower among children aged 9-12years than those aged 5-8 years (2 =
4.135 = 0.042). Thirty (46.2%) of 65 pupils with ADHD had subnormal IQ while 622 (47.2%) of 1320
pupils without ADHD had subnormal IQ. There was no significant difference between the IQ of the
children with ADHD and their peers without ADHD (  2 = 0.023, p= 0.879).
Conclusion: The prevalence of ADHD among the study population was 4.7% with no gender
prevalence. The inattentive subtype was the most common and the hyperactive subtype was the least
seen in the study. There was no significant association found between the prevalence of ADHD and
the socio demographic characteristics. Children with ADHD had similar IQ as their peers without
ADHD but had lower CA score. There is need to screen early and provide treatment to affected pupils
to optimize their academic potentials.

PATTERN OF ATTENTION DEFICIT HYPERACTIVITY DISORDER AMONG PRIMARY SCHOOL CHILDREN IN ILE-IFE AND AN ASSESSMENT OF FACTORS AFFECTING THEIR ACADEMIC PERFORMANCE