Symptoms of impulsiveness/hyperactivity and inattention in schoolchildren with behavioural difficulties

The main aim of this research was to examine homeroom teacher assessment of attention  deficit/hyperactivity disorder (ADHD) symptoms and some demographic and socio-pedagogical characteristics of schoolchildren with  behavioural difficulties, as well as the relations between the mentioned variables. Homeroom  teachers assessed 1463 schoolchildren  of all grades from 125 primary schools throughout Croatia,  for whom they felt and/or thought to have behavioural difficulties, on the Vanderbilt scale in two  di- mensions: impulsiveness/hyperactivity and inattention. Homeroom teachers assessed occasional to  frequent impulsiveness-hyper- activity and frequent inattention in children. In boys and younger  participants, impulsiveness-hyperactivity and inattention were assessed more often than in girls,  except for inattention that was as frequently assessed in all boys regardless of age. Better aca-  demic achievement and material status were recorded in higher assessments of impulsiveness and  hyperactivity. Poorer academic achievement was characterized by higher occurrence of inattention.  Decisions on the suitable education program were associated with ADHD symptoms only in boys, and  were negative for impulsiveness and hyperactivity but positive for inattention. The expressed need  for additional help in learning and correcting behaviour was greater when assessments of all ADHD  symptoms were higher. Prompt recognition of developmental difficulties and early diagnosis had a  significant impact on forming appropriate support in the school and family system.

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