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标题：The effects of educational intervention on the behaviour of students with ADHD
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作者：VÍCTOR LABRADOR-ROCA ; FCO. JAVIER HERNÁNDEZ VÁZQUEZ ; EDUARD INGLÉS YUBA 等
期刊名称：Journal of Physical Education and Sport
印刷版ISSN：2247-8051
电子版ISSN：2247-806X
出版年度：2020
卷号：20
期号：5
页码：2595-2606
DOI：10.7752/jpes.2020.05354
语种：English
出版社：University of Pitesti
摘要：Introduction: Attention deficit hyperactivity disorder (ADHD) is considered a commonly diagnosed neuropsychiatric disorder in childhood. Normally,the behaviour of the students in the classroom could be directly related to the teacher’s interventions with them. Purpose: The aim of this research was to analyse the effect,after an attempted educational intervention by the teacher on a student who is diagnosed with ADHD and to then assess whether or not their behaviour is affected after such an interaction has taken place. Method: Six Physical Education (PE) teachers and six students,who were diagnosed with ADHD and ranged from the third grade level until the sixth grade level of Primary Education,were observed for 42 full PE classes. In total,681 behavioural conducts and 397 teaching interventions were analysed. At the end of the study,teachers were interviewed for an average of 65 minutes to conclude my findings. Results: Students with ADHD showed three categories of desirable behaviour(basic social skills and being able to manage their feelings,skills related to the teacher and skills related to their peers) and four categories of undesirable behaviour (hyperactivity,impulsiveness,attention deficit,and other behaviours: disobedience,screams,tantrums,attention-seeking,disruptive behaviour towards others,and boredom). Teachers mostly used intervention techniques,such as praise and attention,known as Behavior Modification Techniques (BMT) to maintain or increase desirable behaviour. In contrast,BMT was used to reduce or eliminate negative behaviour and those most commonly used by teachers were: direct verbal instructions,expulsion and punishment. Two effects were identified: behaviour either persisted (32%) and behaviour was modified (68%).Discussion/Conclusion: The type of BMT used is more effective when the behaviour is desirable. In undesirable behaviours the type of BMT was considered insignificant,since in both cases,the behaviour tends to change. The analysis of the effect of educational intervention on the behaviour of students with ADHD is valuable information for PE teachers,in order to redefine their interventions. As a consequence,future research will aim to examine the strategies implemented by PE teachers when dealing with ADHD students in order to increase desirable behaviours and reduce undesirable ones.
关键词：Primary Education;Attention Deficit Disorder;Hyperactivity;Behaviour;Teachers