Attention Deficit Hyperactivity Disorder (ADHD) and Adjustment of In-School Adolescents in an Inclusive Education settings in Cross River State, Nigeria

The study examined attention deficit hyperactivity disorder (ADHD) and adjustment of in-school adolescents in inclusive education settings in Cross River State, Nigeria. Kurt-lewin’s field theory formed the theoretical background of this work. The independent variable is attention deficit hyperactivity while the dependent variable is adjustment in school adolescents in inclusive education. The research design used is Ex-post facto design. The population comprised in-school adolescents in the junior secondary classes (JSS 3) in two (2) education zone (Calabar and Ikom) of Cross River State. From this population one hundred and eighty students were sampled using the simple random and purposive sampling procedures. One valid and reliable instrument was used for data collection, with Cronbach coefficient of (α= 0.91) Data analysis was contingency chi-square (X2) at 0,05 level of significance. The finding of the study indicates that, there is a statistical significant influence of conduct disorder and oppositional defiant disorder on social adjustment among in-school adolescents in Cross River State. It is concluded that the manifestation of ADHD among in-school adolescents ADHD prone students is high. It was recommended among others that, anecdotal record of student should be enforced in public schools so as to identify early ADHD adolescents and be referred to the school counsellor.

Keywords:ADHD; Adolescents, social Adjustment, inclusive education introduction