The development of teacher-assisting programs with ADHD in his/her classroom.

在他/她的课堂上制定患有多动症的教师协助计划。

基本信息

批准号：
15530624
负责人：
SASAKI Kazuyoshi
金额：
$ 1.92万
依托单位：
Hyogo University of Teacher Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2003
资助国家：
日本
起止时间：
2003 至 2005
项目状态：
已结题

项目摘要

To develop teacher-assisting programs with ADHD students in elementary schools, various interventions were tested.In the first study a first grade ADHD boy showed severely disruptive behaviors. His teacher was advised to let him move to the front seat and paying attention to him. His behaviors were modified to mild ones, and adequate social skills were shown. Second study revealed that another boy with ADHD was able to pay attention and to continue tasks in a short time by setting similar situations to classroom.In the third study, many first grade students as well as an ADHD boy could not pay attention to their class teacher. She used visual tasks, let every student to pay attention to tasks and reinforced their appropriate behaviors. The classroom became calm down. In the forth study, the classroom teacher returned these interventions to usual ones soon, and the classroom returned to confused situations.In the fifth and sixth study, in the forth grade classroom the assistant teacher reinforced on-task behaviors occasionally by praising him and by acknowledging them to all classmates.In the seventh study, a professional treated an ADHD boy individually, and then supported to construct cooperative system in the school.In the eighth study, an ADHD boy's aggressive behaviors were treated in a professional facility, and informed procedures to his parents and his classroom teacher. The generalization to both settings was shown.In the ninth study, the mother of a six grade school boy was received rolling plays as to her own aggressive scolding. Feedbacks about those procedures were done to his classroom teachers.In the tenth study, a six grade school boy with aggressive behaviors was received social skills training, and then problem solving about self-control. The themes about these treatments were based on the information from his classroom teacher.

为了在小学中与ADHD学生一起开发教师协助的计划，对各种干预进行了测试。在第一项研究中，一年级的ADHD男孩表现出严重破坏性的行为。建议他的老师让他搬到前排座位并注意他。他的行为被修改为温和的行为，并显示了足够的社交技能。第二项研究表明，另一个患有多动症的男孩能够通过将类似的情况设置为课堂。老师。她使用视觉任务，让每个学生注意任务并加强其适当的行为。教室变得平静下来。在第四个研究中，课堂老师很快就将这些干预措施退还给通常的干预措施，教室回到了困惑的情况。在第五和第六次研究中，在福特级教室中，助理老师偶尔通过赞美他和通过在第七次研究中，将他们承认给所有同学。在第七次研究中，一个专业对待的ADHD男孩，然后支持在学校中构建合作系统。在第八次研究中，ADHD男孩的侵略性行为在专业设施中得到了治疗，并接受了知情的程序给他的父母和他的课堂老师。在第九项研究中，表明了对这两种环境的概括，这是一个六年级男孩的母亲，因为她自己的攻击性责骂。关于这些程序的反馈是对他的课堂老师进行的。在第十次研究中，一个具有侵略性行为的六个小学生获得了社交技能培训，然后就自我控制的问题解决了问题。有关这些治疗的主题是基于他的课堂老师的信息。