The Effect of an Interactive Booklet on Hand Washing Performance in Children with Attention Deficit and Hyperactivity Disorder (ADHD)

Background: Children with Attention Deficit and Hyperactivity Disorder (ADHD) often struggle to stayfocused, follow directions, and complete repetitive tasks, which can impede learning routine activities like handwashing. These challenges underscore the need for tailored interactive educational interventions designed to meettheir unique needs. Therefore this study aimed to assess the effect of an interactive booklet on hand washingperformance in children with Attention Deficit and Hyperactivity Disorder (ADHD). Design: A quasi-experimentalrepeated measure comparative design was used to conduct this study. Setting: The study was carried outat an outpatient clinic affiliated with Mansoura University Children’s Hospital Dakahlia Governorate, Egypt.Subjects: A purposive sample of 60 children with ADHD were recruited to participate in the study. Tools of datacollection: Three tools were developed, namely a structured interview schedule for socio-demographiccharacteristics, a structured interview on children knowledge about hand hygiene, and an observational checklistfor hand washing. Results: The knowledge assessment displayed a significant improvement in the intervention(booklet) group scores immediately and one month after the intervention (P-value <0.001). Similarly, theperformance assessment demonstrated a marked enhancement in the booklet group scores that was statisticallysignificant (P-value <0.001) at both immediate and follow-up post-tests with a highly effective size. Conclusion:The intensive progress in hand washing knowledge and performance among children with ADHD wasdemonstrated through the provision of hand washing interactive flipped education. Recommendation: Healthcareprofessionals should adopt interactive educational modalities for hygiene training tailored to the cognitive andbehavioral characteristics of children with ADHD.