Abstract:
Background: Attention Deficit Hyperactivity Disorder (ADHD) is a
neurodevelopmental disorder marked by inattention and/or hyperactivity–impulsivity
that disrupts children’s development and daily functioning, affecting their ability to
meet environmental expectations. School participation reflects their cognitive,
physical, and psychological abilities and supports daily life activities.
Study aim: This study aims to identify the level of participation in classroom activity
among the Childs with ADHD.
Study Method: A cross-sectional quantitative study was conducted with 157
participants selected through purposive sampling. Data were collected using the
CIRCLE Participation Scale (CPS) and analyzed with SPSS version 26.
Result: Out of 157 participants 77.7% (n=122) were boys and 22.3% (n=35) were girls.
The majority of the participants face problem with understanding written
communication 33.8% (n=53), and it comes for 66.9% (n=105) of the participants their
family circumstances allow them to fully participate in school. During school activities
6.4% (n=10) of the participants face difficulties in moving between tasks, activities
and/or classes.
Conclusion: The study shows that despite supportive classrooms in Bangladesh,
internal challenge limit participation, highlighting the need for holistic, OT-based
support with teacher and parental involvement.
Keywords: Attention Deficit Hyperactivity Disorder; Participation; Classroom,
Children
Description:
This dissertation is submitted in partial fulfillment of the requirements for the Degree of Bachelor of Science in Occupational therapy, Bangladesh Health Professions Institute, Faculty of Medicine, the University of Dhaka, Bangladesh.
