International Journal of Medical Science and Clinical Invention 6(10): 4615-4622, 2019 DOI:10.18535/ijmsci/v6i10.03 ICV 2016: 77.2 e-ISSN:2348-991X, p-ISSN: 2454-9576 © 2019,IJMSCI 4615 International Journal of Medical Science and Clinical Invention, vol. 6, Issue 10, October, 2019 Research Article Effectiveness of self-instructional module on knowledge regarding Attention Deficit Hyperactive Disorder among primary school teachers in selected schools of Gangtok Sikkim Lireni Tungoe 1 , *Arkierupaia Shadap 2 , Prerna Karki 2 1 MSc Nursing Student Sikkim Manipal College of Nursing, Sikkim Manipal University, Sikkim 2 Assistant Professors Sikkim Manipal College of Nursing, Sikkim Manipal University, Sikkim Abstract: Attention Deficit Hyperactive Disorder is a common behavioural disorder that affects about 10% of school age children. About 7% children worldwide have Attention Deficit Hyperactive Disorder. In rural India population, the prevalence of Attention Deficit Hyperactive Disorder is 3.66%. The main aim of the study was to find out the effectiveness of self-instructional module on Attention Deficit Hyperactive Disorder among the primary school teachers. The investigators adopted a pre-experimental research design among seven selected schools through simple random sampling. A total of 80 primary school teachers were selected using the purposive sampling technique. Self-instructional module and structured knowledge questionnaire was prepared and sent for validation. Pretesting and reliability was done and found reliable(r = 0.8). Firstly, pretest session was conducted using structured knowledge questionnaire to assess the knowledge of primary school teachers on Attention Deficit Hyperactive Disorder. Self- instructional module(SIM‘s) was administered on the 4 th day after the pretest session. After 14 days of SIM‘s distribution, posttest was conducted to assess the effectiveness of self-instructional module. The findings reveal that majority 60% of primary school teachers have average knowledge in the pre-test and 86.25% had good knowledge in the post-test. The calculated paired ‗t‘ test value ‗t = 11.259‘ was found to be statistically significant at p<0.05 level. The study concluded that educational material i n the form of self-instructional module helped the teachers to improve their knowledge on Attention Deficit Hyperactive Disorder. The gained in the knowledge from the Self-instructional module will help them to identify and manage children with Attention Deficit Hyperactive Disorder in future. Key Words: Effectiveness, Self-instructional Module, Knowledge, Attention Deficit Hyperactive Disorder, Primary school teachers. Introduction Education is the process of facilitating learning or the acquisition of knowledge, skills, value, belief and habits 1 . Education is a powerful tool by which economically and socially marginalized adults and children can lift themselves out of poverty and participate fully as citizens 2 . Daily, five days of a week, children spend most of their time in classrooms and other school settings. In school they are expected to follow rules, behave in a socially appropriate ways, participate in academic activities and not disrupt the learning process or activities of others. Teachers have to see that the skills and knowledge that form part of the curriculum became part of learner‘s own competence, and teach the learners to behave in a manner that meets organizational, cultural and social expectations. The work of the teacher becomes much more demanding when some learners have Attention Deficit Hyperactive Disorder (ADHD), as their problems with attention span, impulse control and activity level frequency interfere with activities in the classroom and socially 3 . Attention Deficit Hyperactivity Disorder (ADHD) is a chronic condition that affects millions of children and often continues into adulthood. It includes a combination of persistent problems, such as difficulty sustaining attention, hyperactivity and impulsive behaviour. Children with Attention Deficit Hyperactive Disorder also struggle with low self-esteem, troubled relationships and poor performance in school 4 . School is the unique setting for the early detection and effective management of ADHD. For children with ADHD to function successfully within the classroom setting, appropriate and efficient intervention strategies are required. Teachers need a broad knowledge about this condition in order to understand the needs of the children and to plan effective behaviour modification strategies 5 . Attention Deficit Hyperactive Disorder is a common behavioural disorder that affects about 10% of school-age children. Boys are about three times more likely than girls to be diagnosed with it. Attention Deficit Hyperactive Disorder symptoms are present over a longer period of time and happen in different settings. It effects the child's ability to function socially, academically, and at home 6 . Children with ADHD also have a high comorbidity rate with other disorders, which may exacerbate the academic performance of these students. Chances of children with ADHD also have an anxiety disorder (25%), major depression (25%), oppositional defiant disorder