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In the context of competitive classroom settings and relativistic assessment schedules, some groups of students may particularly benefit from an emphasis on personal progress and personal growth approaches to their academic development. Building on recent promising results from general samples of high school students (undifferentiated by academically at-risk sub-groups within them) and dominant models of attention and executive functioning, the present study examines the potential of personal best (PB) goals for students with attention-deficit/hyperactivity disorder (ADHD). The study focuses on N = 87 students with ADHD and N = 3374 non-ADHD peers from the same schools and year levels – in addition to a supplementary analysis of a randomly drawn non-ADHD sub-sample of N = 87 and a second supplementary analysis controlling for achievement. Multi-group multivariate path analyses demonstrated (a) significant and positive associations between PB goals and academic outcomes (achievement and behavioral engagement) for students with ADHD, (b) similar positive effects for non-ADHD students (N = 3374), (d) replicated results with the randomly drawn non-ADHD sub-sample (N = 87), (e) similar findings when controlling for achievement, and (f) absolute parameter estimates that trended larger for students with ADHD than non-ADHD students. These findings indicate that the positive role of PB goals may generalize across diverse student groups and that there appears to be merit in broadly promoting PB goals amongst ADHD (and, potentially, other academically at-risk students) and non-ADHD students alike. 相似文献
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Kim Michéle Feder Carsten Kronborg Bak Kirsten Schultz Petersen Henrik Vardinghus-Nielsen Tine Mechlenborg Kristiansen 《欧洲特需教育杂志》2017,32(3):406-421
The aim of this ethnographic field study was to investigate the influence of school-day social interactions on the well-being and social inclusion of children diagnosed with ADHD. The empirical data consisted of participant observations and informal interviews over a three-month period at a Danish primary school. Two ADHD-diagnosed 11-year-old boys in the fourth and fifth grades were followed on an alternating basis. The field notes were analysed using a qualitative content analysis that incorporated Etienne Wenger’s concepts of social identity and participation. The results revealed that the effects of school-day social interactions are complex and situation dependent. Medication, friendships and relationships with teachers and other adults strongly influence how children diagnosed with ADHD participate in social interactions and, consequently, how they thrive. We argue that it is important to emphasise the mediation of these children’s participation in the classroom community throughout an entire school day to ensure their social inclusion and well-being. 相似文献
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注意力缺损多动障碍的两种评估取向的整合及评估模式的建立 总被引：1，自引：1，他引：0
有关注意缺损多动障碍的评估一直存在着生理 -心理学测评和学校心理学的行为评价的不同取向。本文分别介绍了生理 -心理学中对抑制功能的认知加工能力测评的取向和学校心理学中重视适应环境的行为水平的测评取向 ,指出了两种取向的优点和不足。并在整合两个取向的基础上 ,提出了新的评估注意力缺损多动障碍的理论模式。 相似文献
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Mattias Nilsson Sjöberg 《International Journal of Inclusive Education》2017,21(6):602-615
Various neuropsychiatric disorders are a common feature today, not least in educational contexts where Attention Deficit Hyperactivity Disorder (ADHD) is a common diagnosis. The dominant perspective regarding ADHD is biomedical. This perspective has been questioned and challenged in various ways. The aim of this article is to think ADHD through quantum physicist and philosopher Karen Barad’s [Barad, K. 2007. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham, NC: Duke University Press.] theory of agential realism. According to Barad, what we perceive as singular entities do not exist in advance. Barad pays attention to the world’s entanglements, and what we perceive as singular objects and subjects are effects of specific and various material-discursive practices acting as agential cuts. The theory of agential realism assigns performativity to matter, which highlights that ADHD is something that continuously comes into being together with human and non-human bodies. The material dimension has not previously been emphasised as a causal factor in studies on ADHD. In this article, the focus is on the agency of the book. As a conclusion, the importance of taking responsibility for every material-discursive practice with which we are always entangled is emphasised. 相似文献
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The purpose of this practice paper is to promote the teaching of learners with neurodevelopmental conditions from a neurodiverse perspective. The challenge teachers face in having to draw on up-to-date research evidence and theoretical perspectives, and align these with practical considerations to generate contextualised teaching strategies, are addressed with the introduction of a three-factor model. The utility of considering pupil assessment data gathered from a strengths-based perspective is positioned as a central component to bridging the gap between the incipient neurodiversity literature and the realities of applied teaching practice. Two case examples have presented that draw on the proposed three-factor model to demonstrate how teachers can assess and teach learners from a neurodevelopmental perspective. These case studies focus on supporting learners with Autism and Attention Deficit Hyperactivity Disorder in a secondary setting. 相似文献
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ADHD or ADD （Attention Deficit/Hyperactivity Disorder） is one of the most frequently diagnosed mental and behavioral disorders of children. Children with ADHD are characterized by poor attention and distractibility and/or hyperactive and impulsive behaviors. Although there is no ＂cure＂ for ADHD, there are accepted treatments that specifically target its symptoms. The most common standard treatments include medication, psychological or behavioral modification, and educational approaches. However, more and more parents began to worry about the side effects of medication. For this reason, this study proposed a new treatment by using digital console games to assist children who suffer from ADD to improve their attention condition. With the advantages of gaming apparatus, this study intends to improve the effect of behavioral intervention and cognitive remediation therapy for ADD children. 相似文献
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郭传辉 《廊坊师范学院学报(自然科学版)》2011,11(6):61-63
根据APA1994年的定义,注意力多动障碍(ADHD)是一种始于儿童期,以注意涣散,多动和冲动为主要特征的常见儿童心理障碍。儿童ADHD的根本病因至今仍没有明确的界定,目前该疾病主要从三个角度来解释:环境因素、儿童的认知因素和生物学因素。文章针对药物治疗的副作用,整合已有的心理治疗成果,以期对未来的研究提供参考。 相似文献
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脑电生物反馈是指运用工程技术的方法将正常人无法知道的脑电信息检测出来,再以某种形式反馈给受试者,使其学习如何增加或者保持某种脑电成分。脑电生物反馈是治疗儿童注意力缺陷与多动障碍的有效方法。本文给出了基于Android系统的脑电反馈训练系统的设计。该系统选用成熟的脑电采集模块采集脑电数据,通过蓝牙将数据传递给Android移动终端,并在Android系统上开发反馈训练程序,实现了脑电生物反馈。 相似文献