Abstract

Clinicians must rely on subjective reports of symptoms from the parents and teachers. Interrater reliability estimates between parent and teacher reports of ADHD symptoms tend to be low28, perhaps partly because the manifestation of symptoms is setting and task-dependent and because parents and teachers are sensitive to different behaviours. Thus a sample size of 7600 was selected from each of these 14 schools. When sufficient number of study subjects cannot be found, the neighbouring schools were visited till attaining the desired number of study subjects. Approval of district education officer was taken and then school head masters and class teachers were contacted and written informed consent was taken. In our study ADHD was associated with poor academic performance in 79.4%, aver- age performance in 18.8% and good performance only in 1.7%. This is in accordance with the fact that there is functional impairment in children with ADHD. The good academic achievement in 1.7% (2 children) this can be explained by assumption that some children with high IQ and ADHD will have marginal impairment and still have good academic scores.

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