Problem and pro-social behavior among Nigerian children with intellectual disability: the implication for developing policy for school based mental health programs

Muideen O Bakare,Andrew O Orovwigho,Peter O Ebigbo,Vincent N Ubochi

doi:10.1186/1824-7288-36-37

Abstract

BackgroundSchool based mental health programs are absent in most educational institutions for intellectually disabled children and adolescents in Nigeria and co-morbid behavioral problems often complicate intellectual disability in children and adolescents receiving special education instructions. Little is known about prevalence and pattern of behavioral problems existing co-morbidly among sub-Saharan African children with intellectual disability. This study assessed the prevalence and pattern of behavioral problems among Nigerian children with intellectual disability and also the associated factors.MethodTeachers' rated Strengths and Difficulties Questionnaire (SDQ) was used to screen for behavioral problems among children with intellectual disability in a special education facility in south eastern Nigeria. Socio-demographic questionnaire was used to obtain socio-demographic information of the children.ResultsA total of forty four (44) children with intellectual disability were involved in the study. Twenty one (47.7%) of the children were classified as having behavioral problems in the borderline and abnormal categories on total difficulties clinical scale of SDQ using the cut-off point recommended by Goodman. Mild mental retardation as compared to moderate, severe and profound retardation was associated with highest total difficulties mean score. Males were more likely to exhibit conduct and hyperactivity behavioral problems compared to the females. The inter-clinical scales correlations of teachers' rated SDQ in the studied population also showed good internal consistency (Cronbach Alpha = 0.63).ConclusionSignificant behavioral problems occur co-morbidly among Nigerian children with intellectual disability receiving special education instructions and this could impact negatively on educational learning and other areas of functioning. There is an urgent need for establishing school-based mental health program and appropriate screening measure in this environment. These would afford early identification of intellectually disabled children with behavioral problems and appropriate referral for clinical evaluation and interventions. The need to focus policy making attention on hidden burden of intellectual disability in sub-Saharan African children is essential.

Highlights

School based mental health programs are absent in most educational institutions for intellectually disabled children and adolescents in Nigeria and co-morbid behavioral problems often complicate intellectual disability in children and adolescents receiving special education instructions
Twenty one (47.7%) of the children were classified as having behavioral problems in the borderline and abnormal categories on total difficulties clinical scale of Strengths and Difficulties Questionnaire (SDQ) using the cut-off point recommended by Goodman
Studies addressing the issue of co-morbid behavioral problems that are often associated with intellectual disability and mental health interventions in children and adolescents are often lacking in Nigeria and other subSaharan African countries

Summary

Introduction

School based mental health programs are absent in most educational institutions for intellectually disabled children and adolescents in Nigeria and co-morbid behavioral problems often complicate intellectual disability in children and adolescents receiving special education instructions. School based mental health programs are lacking in most Nigerian regular and special education institutions for children and adolescents and the burden of intellectual disability in sub-Saharan African children has largely been overlooked. Molteno et al [7] found more behavioral problems in boys compared to girls and noted that children with severe and profound levels of intellectual disability showed more behavioral difficulties compared to those with mild and moderate degree of intellectual disability In another school based study carried out in rural Western Cape Province of South Africa [8], thirty six percent of the school children studied were found to have one or more behavioral problems that may be clinically significant

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