Knowledge Regarding Early Identification of Children with Behavioral Problems Among Primary School Teachers

Behavioral troubles are specifically because of failure in adjustment to outside surroundings and presence of internal war. Behavioral troubles continually want unique attention. Objective: The aim of the study was to assess the effectiveness of psycho education technique among primary school teachers regarding early identification of children with behavioural problems. Research Hypothesis: There is significant difference between the mean pre-test and post-test knowledge score among primary school teachers. Methodology: The research approach for this study was an evaluative and an educative approach. The research design adopted for this study was quasi-experimental design for assessing the knowledge of primary school teachers regarding early identification of children with behavioral problems. The probability sampling which includes simple random sampling technique by using lottery method was utilized for the selection of the subjects, which includes a sample of 70 primary school teachers were selected for the study by allotting identification number (E1, E2, E3) through lottery method after following the name list of subjects according to the alphabetical order as written in the teacher’s register. Result: the result of this study shows that over all pre-test knowledge was 45%. Result show that overall post test knowledge was 63%. The difference between pre-test knowledge score and post-test knowledge score was 18% (63%-45%). Hence, the difference in knowledge score was due to psycho-education module. The net benefit of psycho-education module was 18%.