Background: Many children suffer from Attention Deficit Hyperactivity Disorder (ADHD) & Conduct Disorder (CD). Parents especially mothers should have a more knowledge of behavioral problems of childhood because the children will spend their more time in homes. Present study was done to evaluate the effectiveness of Structured Teaching Program on knowledge and attitude regarding selected behavioral problems in children aged 6-12 years among mothers. Material and Methods: It was a pre-experimental community based study conducted in the urban area of Chalonthi, Sanjauli of Shimla District and Himachal Pradesh, India. Study sample was 20 mothers having children between the age group of 6-12 years selected by non-probability convenience sampling technique. From 1st to 2nd day, pre-test was taken and on the same day Structured Teaching Program was given. Then from 8th to 9th day the post-test was taken by using the same tool to the same participants. The data collected and analyzed with the help of Epi info V7 software. Results: In the present study, in pre-test 12 (60%) mothers had poor knowledge, 6 (30%) had average knowledge and 2 (10%) had good knowledge whereas in post-test 2 (10%) mother had poor knowledge, 11 (55%) average knowledge and 7 (35%) of mothers had good knowledge regarding combined ADHD & CD. Similarly, in pre-test 66 (33%) mothers had unfavorable attitude, 5 (25%) had moderately favorable and 4 (20%) had favorable attitude whereas in post-test 2 (10%) had unfavorable, 10 (50%) had moderately favorable whereas 8 (40%) of mothers had favorable attitude regarding selected behavioral problems. Conclusion: This pilot study clearly showed that the Structured Teaching Program regarding selected behavioral problems in children among mothers had significant improvement in their level of knowledge and attitude in the post-test.

Children with conduct disorders often experience problems in interpersonal and academic relationships and achievements, which are typically suffer serious problems for themselves and those care for them (involve their teachers). The behaviors associated with conduct disorders may be first observed by teachers and they play a pivotal role in the recognition, referral and treatment of conduct disorders. Objectives: The objectives of the present study were (i) to assess the knowledge of primary school teachers regarding conduct disorders (ii) to associate the knowledge regarding conduct disorders with selected socio-demographic variables. Material and Methods: A cross sectional descriptive research study was done from June-July 2018 among 100 primary school teachers selected from 20 schools of Shimla city. A pre-validated, self-administered, structured questionnaire was used for data collection and random sampling technique was used to select the study participants. Knowledge score was measured in the following three categories: Good, average and Poor. Mean frequency & Chi square tests were used for statistical analysis. Results: The mean score of knowledge regarding conduct disorder was 5.18±1.77. Results revealed that only two fifth of the primary school teachers (43%) had average knowledge about conduct disorder. There was no significant association of their age, gender, professional qualification, teaching experience, religion and marital status with their knowledge regarding conduct disorders. Conclusion: Study reveals that most of the school teachers have inadequate knowledge regarding conduct disorders among primary school teachers and they need to be educated and trained regarding conduct disorders.

Background: Attention Deficit Hyperactivity Disorder is one of the most widely studied neuro-developmental disorders in children. The behaviors associated with ADHD may be first observed by teachers and they play a pivotal role in the recognition, referral and treatment of ADHD. Objectives: The objectives of the present study were (i) to assess the knowledge of primary school teachers regarding ADHD (ii) to associate the knowledge and attitude with selected demographic variables. Material and Methods: A cross sectional descriptive research study was done from June-July 2018 among 100 primary school teachers selected from 20 schools of Shimla city. A pre-validated, self-administered, structured questionnaire was used for data collection. and random sampling technique was used to select the study participants. Knowledge score was measured in the following three categories: Good, average and Poor. Mean frequency & Chi square tests were used for statistical analysis. Results: The mean score of ADHD knowledge was 4.87±1.69. Results revealed that only one third of the primary school teachers (32%) had average knowledge about ADHD. There was no significant association of their age, gender and professional qualification, teaching experience, religion and marital status with their knowledge. Conclusion: Study concluded that primary school teachers need to be educated and trained regarding ADHD.