Autism is a neurological disorder characterized by qualitative impairments in social interaction, qualitative impairments in communication, and restricted repetitive, stereotyped patterns of behavior, interests, and activities. Autistic Spectrum Disorders (ASDs) are relatively common without known etiology can be found in 80-90% of cases. The study aimed to evaluate the effect of a parent-focused intervention for autistic children on parenting stress at Assiut City. Subjects and methods: The study was Quasi-experimental research design. It was conducted in all autism centers at Assiut city which includes 7 centers and included 73 parents who agreed to participate in this study selected by convenient sample; this sample included 47 mothers and 26 fathers. The study included three tools: - a structured interview sheet, parents’ knowledge assessment about autism, and parenting stress scale. The main results of the study indicated that there was highly statistically significant differences between mothers’ and fathers’ knowledge about autism (P-value = 0.000) in pre, immediate post-test and follow-up. Moreover there was highly statistically significant difference between Parental stress scale for mothers and fathers in pre-test and immediate post-test respectively (P-value= 0.000 *& 0.002*) while no statistically significant difference between pre-test and follow-up respectively (P-value= 0.152 & 0.417). The study Concluded that there was improvement of parents’ knowledge about autism in immediate post-test and follow up; moreover the parents’ stress level was decreased in immediate post-test than pre-test while the stress level again slightly increase during follow up test. The study recommended that: Nursing staff should play a much greater role in supporting parents and providing them with important information through pediatrics clinics, Maternal and Child Health Centers (MCH), and others.

Background: Attention-deficit hyperactivity disorder (ADHD) is the name of a group of behaviors found in many children and adults. Children with ADHD have trouble paying attention in school or at home. Children may be much more active and/or impulsive than what is usual for their age; these behaviors contribute to significant problems in relationships, learning and behavior. Aim of the work: The study aimed to assess knowledge and attitude of teachers toward (ADHD). Subjects and Methods: The study was descriptive cross sectional research design; it was conducted in ten public primary schools at Assiut city which selected randomly and the sample size was (360). Three tools used in the present study, the first tool include personal characteristics of the participants, the second tool Knowledge of Attention Deficit Disorder Scale (KADDS) to measure teachers’ knowledge and perceptions about ADHD and the last tool teachers' attitudes scale toward children with ADHD to assess teachers’ beliefs and attitudes toward ADHD. Results: The main findings of the study were more than two fifth (42.2%) of teachers had pervious dealing with ADHD and more than three quarters (76.1%) of them had unsatisfactory level of knowledge; while more than half (55.0%) of teachers had positive attitude toward ADHD. Also there was statistical significant correlation (r=0.249 & P= 0.000*) between total score of teachers' knowledge and attitude toward ADHD. Conclusion: The present study concluded that the teachers had poor knowledge while attitude of them were positive. Recommendation: The study recommended that teachers' knowledge must be improved by implementing the educational program about ADHD.

Background: Attention-deficit hyperactivity disorder (ADHD) is the name of a group of behaviors found in many children and adults. Children with ADHD have trouble paying attention in school or at home. Children may be much more active and/or impulsive than what is usual for their age; these behaviors contribute to significant problems in relationships, learning and behavior. Aim of the work: The study aimed to assess knowledge and attitude of teachers toward (ADHD). Subjects and Methods: The study was descriptive cross sectional research design; it was conducted in ten public primary schools at Assiut city which selected randomly and the sample size was (360). Three tools used in the present study, the first tool include personal characteristics of the participants, the second tool Knowledge of Attention Deficit Disorder Scale (KADDS) to measure teachers’ knowledge and perceptions about ADHD and the last tool teachers' attitudes scale toward children with ADHD to assess teachers’ beliefs and attitudes toward ADHD. Results: The main findings of the study were more than two fifth (42.2%) of teachers had pervious dealing with ADHD and more than three quarters (76.1%) of them had unsatisfactory level of knowledge; while more than half (55.0%) of teachers had positive attitude toward ADHD. Also there was statistical significant correlation (r=0.249 & P= 0.000*) between total score of teachers' knowledge and attitude toward ADHD. Conclusion: The present study concluded that the teachers had poor knowledge while attitude of them were positive. Recommendation: The study recommended that teachers' knowledge must be improved by implementing the educational program about ADHD.

Background: Attention-deficit hyperactivity disorder (ADHD) is the name of a group of behaviors found in many children and adults. Children with ADHD have trouble paying attention in school or at home. Children may be much more active and/or impulsive than what is usual for their age; these behaviors contribute to significant problems in relationships, learning and behavior. Aim of the work: The study aimed to assess knowledge and attitude of teachers toward (ADHD). Subjects and Methods: The study was descriptive cross sectional research design; it was conducted in ten public primary schools at Assiut city which selected randomly and the sample size was (360). Three tools used in the present study, the first tool include personal characteristics of the participants, the second tool Knowledge of Attention Deficit Disorder Scale (KADDS) to measure teachers’ knowledge and perceptions about ADHD and the last tool teachers' attitudes scale toward children with ADHD to assess teachers’ beliefs and attitudes toward ADHD. Results: The main findings of the study were more than two fifth (42.2%) of teachers had pervious dealing with ADHD and more than three quarters (76.1%) of them had unsatisfactory level of knowledge; while more than half (55.0%) of teachers had positive attitude toward ADHD. Also there was statistical significant correlation (r=0.249 & P= 0.000*) between total score of teachers' knowledge and attitude toward ADHD. Conclusion: The present study concluded that the teachers had poor knowledge while attitude of them were positive. Recommendation: The study recommended that teachers' knowledge must be improved by implementing the educational program about ADHD.

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