FROM ATTENTION TO TASK COMPLETION: MAPPING BEHAVIORAL AND EXECUTIVE FUNCTIONING DIFFICULTIES ASSOCIATED WITH ADHD AMONG ELEMENTARY STUDENTS

The research aimed to find out how many elementary school students had trouble with attention concentration impulse control, task completion, and organization. Quantitative methods were used and students were surveyed once. Multistage stratified random sampling was used to select 389 public and private school students in Punjab. Teachers assessed the children by a 50 item questionnaire about different areas of functioning like attention and concentration, impulse control and behavioral regulation, task initiation and completion, and organization and executive functioning. The researchers used many statistical methods to analyze the data including frequencies and percentages, descriptive statistics, independent-samples t tests, one-way analysis of variance, reliability analysis, exploratory factor analysis, correlation, and multiple regression. The concrete results showed that 51.4% of students faced moderate problems and 24.2% faced high problems. Attention and concentration were identified as the major issues, followed by task completion. Students who had been recognized as having attention, behavioral, or learning difficulties, got Quite a bit higher scores. Authors of the paper believed that regular educational screening, formal classroom routines, behavioral classroom support, breaking tasks into smaller parts, allowing for some movement, teaching organizational skills, and multidisciplinary referral were necessary.