This document describes a psychopedagogical intervention program for young schoolchildren with ADHD. It aims to provide parents and teachers with information and techniques to help alleviate ADHD symptoms. The program involves interventions at the child, family, and teacher levels. It was tested on 27 schoolchildren ages 6-10 diagnosed with ADHD. Evaluations before and after the program found that it helped reduce impulsivity, hyperactivity, and inattention, improved socialization and learning efficiency.
Lyndsey Irene Gray served as a Peace Corps volunteer in Peru from 2012 to 2014, working in the rural community of Aurahuá. She conducted a community diagnostic study that identified health issues like low sexual education and improper nutrition. She then implemented several projects to address these issues, including training local health promoters, conducting a "Healthy Homes Project" to teach families about child health, and creating a sexual education program for high school students. Overall, her work focused on improving community health, promoting literacy, and developing leadership skills among youth.
Austin Journal of Nursing & Health Care is a peer-reviewed, open access journal published by Austin Publishers. It provides easy access to high quality Manuscripts to practicing nurses, nurses in leadership roles, and other health care professionals with in the branch of health care sector focused on the care of individuals, families, and communities in order to attain, maintain, or recover optimal health and quality of life. This journal focus to work collaboratively with physicians, therapists, the patient, the patient's family and other related team members, on treating illness to improve quality of life.
Austin Publishing Group is a successful host of more than hundred peer reviewed, open access journals in various fields of science and technology with intent to bridge the gap between academia and research access.
Austin Journal of Nursing & Health Care accepts original research articles, review articles, case reports, mini reviews, rapid communication, opinions and editorials on all related aspects of nursing and care.
Community mental health education aims to educate the public about mental health conditions and treatment methods, promote preventative activities, and change public attitudes. It targets vulnerable groups, community leaders, and caregivers. Techniques include group discussions, media campaigns, and lectures. Content is tailored to the target group and goals. While some studies show positive effects, the effectiveness of mental health education is mixed and it is difficult to directly improve mental well-being. However, providing information can still reassure the public and establish standards to evaluate their own mental health.
This document summarizes a survey of occupational therapy program directors regarding how their programs prepare students to address clients' mental health needs in school-based practice. The survey found that while most programs address this topic to some degree, many directors felt it could be strengthened. Suggested improvements included providing more instruction in pediatric mental health, helping students recognize their role in mental health, and addressing emerging topics like trauma care. Direct exposure to psychosocial fieldwork placements was also seen as important for preparing students in this area.
The school environment is an ideal place to begin the work of addressing mental health needs. Not only does the school offer a simple and cost-effective way of reaching youth, but it is also a convenient place where mental health can be linked with other aspects of health, such as physical health and nutrition, and with learning.
Incentive based behavior management in urban students diagnosed with adhdiZone
Blended Learning Institute (BLI) graduate Candace Miller conducts an action research project to examine the effects of integrating technology into her behavior management systems on the comportment of students with ADHD.
ADHD is a common childhood disorder characterized by inattention, hyperactivity, and impulsivity. While it was once thought to be outgrown, research now shows ADHD often persists into adulthood. Brain imaging reveals delayed development in the prefrontal cortex of individuals with ADHD. Treatments include stimulant medications and behavioral therapies, with the goal of managing symptoms and improving functioning over the lifespan. Ongoing research explores new treatment options and seeks to better understand the causes and lifelong impacts of ADHD.
The document outlines an instructional plan for a 3-day training on dealing with children with mental health issues in foster care. The training aims to help foster parents identify mental illnesses, learn coping methods, and identify triggers in children. It discusses the high rates of mental illness among children in foster care and the goals and objectives of providing foster parents with tools to help children with mental health needs. Formative assessment strategies and potential barriers are also addressed.
This document provides information about community-based psychiatry services for youth and families. The services aim to:
- Improve parenting skills, family relationships, and youth engagement through activities.
- Address issues like substance abuse, legal matters, and mental health symptoms.
- Empower families to solve problems and maintain positive changes.
The services are provided by therapists with clinical degrees and oversight from child psychiatrists. Families can be referred by professionals and receive services like in-home therapy and assistance navigating legal/health systems. The goals are to preserve families and make long-term behavioral changes through a strengths-based approach.
Applying nutrition and integrative interventions for therapeutic successDr. Nicole Beurkens
A unique combination of psychologist, nutritionist, and special educator, Dr. Nicole Beurkens has over 20 years of experience supporting children, young adults, and families. She is an expert in evaluating and treating a wide range of learning, mood, and behavior challenges including ADHD, autism, anxiety, mood disorders, brain injury, and sensory processing disorder. Dr. Beurkens holds a doctorate in Clinical Psychology, masters degrees in Special Education and Nutrition, and is a Board Certified Nutrition Specialist.
Final Attention Deficit Hyperactivity DisorderAndre Aina
- ADHD is a cognitive disorder characterized by inattention, hyperactivity, and impulsiveness. Its symptoms have been described as early as the 18th century but it is a relatively newly understood disorder.
- The two primary treatments for ADHD are medication therapy and behavioral therapy. A study found medication management to be more effective than behavioral treatment alone for reducing core ADHD symptoms.
- Children with ADHD experience impairments in working memory and executive functioning that can negatively impact academic achievement. They also often have difficulties with social interactions and friendships. Family involvement can help address challenges but parents also sometimes struggle due to their own ADHD symptoms.
Connie Kasari, PhD: Advances in Intervention Science: Current Evidence, Futur...Semel Admin
This document summarizes research on early interventions for autism spectrum disorder. It finds that comprehensive interventions delivering many hours per week can improve cognitive outcomes in young children. However, replications of original studies often do not find significant effects. The most effective interventions focus on improving core deficits in social communication and restricted behaviors through teaching approaches like joint attention, symbolic play, and engagement. The Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER) method shows promise in improving these skills when delivered by therapists, teachers, and parents. However, deployment and sustainability of interventions in communities remains a challenge. Nonverbal school-aged children are underserved and may require different approaches than younger preverbal children.
Mental health Education, the goals and problems
-to educate the public and its leaders about the nature of mental disorders and methods of treatment, to covey the magnitude of the problem and to mobilize action towards improving the care and treatment of mentally disturbed.
-to improve the mental health of community by encouraging preventive activities.
What do people know and believe about mental illness?
The practice of mental health education
The effectiveness of mental health education
This document provides an overview of a presentation on helping students with learning challenges. It discusses:
1. Common mistakes families make like becoming exhausted repeating the same frustration patterns, falling for false successes from short-term supports, and relying on brute force to manage homework.
2. Better options like creating a long-term growth plan that takes a whole child approach focusing on the mind, brain, health, and education to build strengths rather than just targeting symptoms.
3. Why traditional options like medication management, 504 plans, and accommodations that provide only short-term relief are not sufficient for long-term success and can have negative side effects if relied on long-term. A growth plan is presented as a
This 2005 presentation was for UK social work students studying at Derby and Leicester Universities. The half-day presentation consisted of going through this powerpoint and facilitating numerous activities.
"Let's play with the blocks together."
Child: "Okay."
Peer
Mediated
Peer: "Do you want to build a tower with me?"
Child: "Yes."
Peer
Initiated
Peer: "Look at the castle I made. Want to help me add a moat?"
Child: "Sure!"
Adult
Facilitated
Adult: "Jake likes trains. Do you want to show him your train?"
Child: "Here is my train."
Peer: "Cool train!"
Child
Directed
Impacts of Mentor’s Strategic Communication on Adjustment Problems among Adol...Arun Varghese
The study aimed to assess the impact of a mentor's strategic communication on adjustment problems among adolescents. Sixty adolescents were divided into experimental and control groups. The experimental group received mentorship focusing on stress management, relationships, health, social skills, and emotions. Results found the experimental group had significantly lower adjustment problems after the intervention compared to controls. Areas like home, health, and emotions saw significant improvement. Having fewer siblings and a higher educated father were also associated with fewer adjustment issues. The study concluded mentorship can help adolescents better deal with daily problems and focus on their studies.
This document discusses quorum sensing mechanisms in gram negative and gram positive bacteria. It specifically focuses on the LuxR 'solo' receptor found in Escherichia coli and analyzes the receptor-signal molecule interactions through structural analysis of various bacteria species including Chromobacterium violaceum, Pseudomonas aeruginosa, Escherichia coli, and Agrobacterium tumefaciens. The summary identifies conserved amino acid residues in the ligand binding sites of these receptors and notes common features such as the ligand binding domain, DNA binding domain, and interactions through hydrophobic pockets and hydrogen bonds.
Joanna Zalewska: Education in my countryInge De Cleyn
Students with disabilities are provided education in mainstream schools, special schools, or special classes based on their individual needs. Integration classes have 15-20 students including 3-5 with disabilities, and employ additional teachers and professionals. Special schools have significantly smaller class sizes. Education aims to support students' independence and development through individualized programs. Schools must ensure students receive recommended supports like speech therapy or learning sign language.
My school is called Tudor Vladimirescu School in Targoviste, Dambovita, Romania. It is a primary and secondary school that integrates special needs students into the general education system. Special teachers work with all teachers to educate students aged 7-14 in subjects like Romanian, math, science, languages, history, music and more. Students are organized into groups based on their needs and age. The school also offers extracurricular activities and projects to support students' education and development. After finishing school, students can continue their education at a high school or trade school to prepare for future careers.
This document describes the three educational levels at Sint-Janshof Mechelen school in Belgium. Level 1 prepares students for living in a daycare center and focuses on basic life skills. Level 2 prepares students for independent living and working in a protected environment, covering general education, life skills, and vocational training. Level 3 prepares students for the general labor market and independent living with a focus on general education, life skills, and vocational training in welding, woodworking, painting, logistics assistance, and shop assistance. The school has a headmaster, administrators, teachers, and support staff to assist students.
The first gifted education center in RomaniaInge De Cleyn
The document proposes establishing the first Gifted Education Center in Romania to support high-ability children through early childhood education of excellence. The center would provide an enriching environment for children to develop their talents to their maximum potential. It would address the special needs of gifted children and help them reach their full potential, which benefits both the individual and society. The center plans to start with a kindergarten and after-school program, with the goal of expanding to a full school, college, and university campus over time.
This document provides guidance on writing and publishing a research paper. It discusses organizing data and identifying the main findings to focus the paper. The introduction should provide background and context while the experimental section explains methods. Results and discussion should present findings and compare to prior work. The conclusion should summarize key results and future directions. Structure, language, style, selecting journals, submission process, and responding to reviews are also covered to help communicate ideas effectively through scholarly publication.
This document provides a summary of Belgium at a high level. It discusses Belgium's location in Europe, its status as a federal state composed of three regions and three language communities. It notes Belgium's dynamic economy and wealth of traditions in art and culture. It also briefly summarizes Belgium's history, mentioning its independence in 1830 and role as a battlefield during World Wars I and II.
This document provides an overview of Attention Deficit Hyperactivity Disorder (ADHD), including prevalence, causes, identification, evaluation, treatment options, and tips for parents, teachers, and schools. Some key points:
- ADHD affects 3-7% of children in the US and 5-10% in India. Males are more likely to be diagnosed.
- Causes are unclear but may involve genetic and environmental factors like prenatal neurological damage.
- Diagnosis is based on DSM-IV criteria of inattention, hyperactivity, and impairment in multiple settings.
- Evaluation includes behavioral, educational, and medical assessments to identify symptoms and rule out other issues.
- Treatment options include behavioral modification
STUDY TO ASSESS THE KNOWLEDGE OF GOVERNMENT PRIMARY SCHOOL TEACHERS REGARDING...Kailash Nagar
STUDY TO ASSESS THE KNOWLEDGE OF GOVERNMENT PRIMARY SCHOOL TEACHERS REGARDING ATTENTION DEFICIT HYPER ACTIVITY DISORDER IN SELECTED GOVERNMENT PRIMARY SCHOOL OF NADIAD CITY”
School Entry Age: The younger group has more behavior and academic problemsYanki Yazgan
This study examined whether the age of beginning primary school affects symptoms of Attention Deficit Hyperactivity Disorder (ADHD) using data from a large sample of students in Turkey where the compulsory school entry age was lowered. Teachers reported that students who began school before age 72 months displayed more ADHD symptoms and lower academic/social functioning compared to older students. Additionally, the percentage of students identified as "at risk for ADHD" was highest among the youngest students in 1st grade. However, limitations included a lack of diagnostic assessments. The findings suggest educational policymakers should consider potential impacts on students' development and functioning when changing school entry ages.
This document discusses children and youth with special education needs. It covers various causes of mental retardation including head injuries, infections, demyelinating disorders, degenerative disorders, seizures, malnutrition, and more. It describes learning and behavior characteristics such as deficits in cognitive functioning, memory, and adaptive behavior. Assessment procedures and models are outlined including initial, final, diagnostic, informal and standardized tests. Educational programs and approaches are discussed like early intervention, curriculum models, applied behavioral analysis, and inclusive education. Suggestions are provided for teachers of students with mental retardation who are mainstreamed.
Behavioral Intervention for ADHD, ASD, ODD and General Behavior IssuesTuesday's Child
Meg Kincaid, PhD, Clinical Director of Tuesday's Child presents at the Illinois Chapter of the American Academy of Pediatrics Annual Conference on September 20, 2014.
This study examined the prevalence of psychomotor retardation in preschool children and its relationship to sensory processing. It assessed 66 preschool children using the Observational Scale of Development to evaluate psychomotor development and the Sensory Profile to evaluate sensory processing. The results found a high prevalence of regulatory disorders in sensory processing (30%) and psychomotor retardation (20%). Statistical analysis revealed significant associations between poorer performance on traits of the psychomotor scale and having a regulatory disorder on the sensory profile, particularly for traits involving somatic-motor skills, communication, and conceptual-thought. The findings suggest links between children's sensory processing and psychomotor development.
This document provides an overview of attention deficit hyperactivity disorder (ADHD), including its symptoms, diagnosis, causes, treatment and prognosis. It discusses how ADHD is characterized by inattention, hyperactivity and impulsivity. It outlines the DSM-V criteria for diagnosing ADHD and describes common comorbidities. Regarding treatment, it discusses behavioral interventions, psychoeducation, medication approaches and their goals of managing symptoms to improve functioning. The prognosis is that symptoms often persist into adulthood, so treatment aims to mitigate long-term risks through multimodal support.
The document discusses emotional and behavioral disturbance (EBD) in students. It provides statistics on EBD, such as 20% of school-aged children having a diagnosable mental illness and 5% being diagnosed with EBD. Students with EBD have a 50% dropout rate. The document also summarizes three research articles on EBD. The first article discusses function-based interventions for nonresponsive students. The second examines the effectiveness of video modeling interventions. The third is a meta-analysis of prevention and intervention programs for students with EBD.
Preventive psychiatry in india: Preventing on Child Psychiatric FrontDevashish Konar
Parenting training of would-be-parents, early detection of vulnerable children and timely intervention are some of the efforts that will give large dividend. We have very limited number of child psychiatrists. So including general psychiatrists, pediatricians, family physicians, health workers and teachers would be the most suited public health strategy for India. They need to be trained to work within their limits and need to learn to refer at the right time without wasting precious time of the growing children and adolescents.
This document summarizes a study on schizophrenic factors among adolescents in relation to socioeconomic and educational aspects. The study found that male adolescents faced more stress from parents and school environment than females. Adolescents aged 15-17 faced more stress than other age groups. Adolescents whose parents had lower levels of education faced more problems. Family income and private school attendance were also linked to increased stress levels. Tenth and twelfth grade adolescents showed higher levels of schizophrenic factors. The study provides implications to help adolescents, teachers, parents, and administrators address stress and mental health issues.
This document provides an overview of attention deficit hyperactivity disorder (ADHD). It begins with an introduction that describes ADHD as a common neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. It then discusses the types of ADHD (predominantly inattentive, predominantly hyperactive-impulsive, and combined type), prevalence rates, etiology, comorbidities, signs and symptoms, diagnosis, prognosis, and treatment options. Treatment involves medication, therapy like cognitive behavioral therapy, behavior therapy, and lifestyle modifications to help manage symptoms.
Causes and Management of ADHD and 6 Useful Treatment Options | CIO Women Maga...CIOWomenMagazine
Learn about Causes and Management of ADHD (genetics, brain function). Explore treatment options like medication & therapy. Discover behavior & lifestyle tips for managing ADHD.
This document discusses screening tools for autism spectrum disorder (ASD) in children. It describes several existing screening tools like the Modified Checklist for Autism in Toddlers and the Communication and Symbolic Behavior Scales. It then proposes a new Toddler and Young Children Autism Screening Questionnaire. The questionnaire screens children in areas like social interaction, communication, repetitive behaviors, play skills and sensory sensitivities. Improving early detection of ASD through effective screening tools can lead to enhanced developmental gains, improved social and communication skills, reduced challenging behaviors and increased school readiness for children with ASD.
Developmental, behavioral, educational, and communication interventions are the primary treatment modalities for autism spectrum disorder (ASD). Early intensive behavioral intervention (EIBI) for children under 5 has shown low to moderate evidence of effectiveness in improving core ASD symptoms and behaviors. EIBI combined with developmental relationship-based approaches like the Early Start Denver Model show moderate evidence for improving social, cognitive, and adaptive skills. The Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) program provides structured environments and activities and has low evidence for improving skills in children, adolescents, and adults.
Schizophrenia in Greek, “Split mind” a severe mental illness characterized by a variety of symptoms including but not limited to loss of contact with reality.
Bizarre Behavior
Disorganized Thinking
Disorganized Speech
Decreased emotional expressiveness
Diminished or loss of contact with reality
Diminished to total social with drawl.
Schizophrenia is one of the most severe forms of psychopathology characterized by major disturbances in attention, perception, thought, emotions and behavior. Schizophrenia is characterized by positive and negative symptoms. Fundamental symptoms include through disturbance, withdrawal, and difficulties managing effect. Secondary symptoms include perception disorders such as hallucinations and grandiosity. Even symptoms may also be non-schizophrenic in nature such as anxiety, depression and psychosomatic symptoms.
The world adolescence comes from the Latin verb adolescence, which means “to grow” or to grow to maturity”. Adolescence is a part of transition when the individual changes physically and psychologically from a child to an adult. It is much more their one rung up the ladder from childhood. It is the period, which beings with puberty and ends with general cessation of physical growth it emerges from the later childhood stage and merges into adulthood, it is a built in necessary transition period for ago development
Psychologists have defined adolescences in the following ways:
A.T. Jersld: defines adolescence as “that span of years during which boys and girls move from childhood to adulthood, mentally, emotionally, socially and physically.
Free topic subject presented in the Conference, January 2017
BKK, Thailand
(some of the photos couldn't be downloaded due to the third parties policy.)
The document describes a mobile application called Happy Kids that aims to help identify and improve behavioral issues in Sri Lankan children. It focuses on four common disorders: ADHD, learning disabilities, autism, and anxiety/depression. The app provides questionnaires, activities and games for children and parents. It uses the results to diagnose the child's condition and recommend suitable therapies to track their progress over time. The researchers found the app could accurately identify symptoms in 70% of cases compared to standard questionnaires. It aims to better support relationships between the child, family, doctors and teachers to help the child's mental health.
This document provides an overview of attention deficit hyperactivity disorder (ADHD). It discusses the definition, causes, pathogenesis, subtypes, presentation, diagnosis, comorbidities, differential diagnosis, management, and prognosis of ADHD. Some key points include:
- ADHD is characterized by inattention, hyperactivity, and impulsivity. It is one of the most commonly diagnosed childhood disorders.
- It has genetic and environmental causes and is associated with differences in brain areas involved in executive function.
- Diagnosis involves clinical evaluation, rating scales, physical exam, and ruling out other potential causes. Stimulant medication and behavioral therapy are common treatment approaches.
- Prognosis is generally good with treatment, though
The document discusses various treatments for childhood and adolescent disorders. It describes behavioral therapies like applied behavior analysis and early intensive behavioral intervention that are commonly used and effective for autism spectrum disorders. For eating disorders like anorexia and bulimia, treatment involves nutrition, therapy to address underlying psychological issues, and hospitalization in severe cases. Behavioral disorders like ADHD are treated through parent training, school interventions, and child-focused treatments using behavioral modification approaches. Multisystemic therapy, cognitive behavioral therapy, and parent training programs are highlighted as effective treatments for conduct disorder and oppositional defiant disorder.
The document outlines tasks for a school project with a focus on knitting, crochet, and woolen handcrafts. Students are asked to create a public presentation linking their school to the project, take private pictures of students for the project website, and suggest instructional videos on knitting and crochet techniques. All tasks have a deadline of January 25, 2012, and ideas for a project logo can be submitted to the staff.
The document describes a project to create colorful knitting art decorations for schools across Europe. The goals are to have fun, bring smiles, and add color through a collaborative process involving students and teachers from different education levels. Participants will learn knitting techniques, create decorations for their schools, and share their results online or in a private space depending on privacy policies. They will develop skills in collaboration, creativity, presentation, and using technology like blogs, websites and video tools to share the project.
This document contains a parent rating scale for assessing symptoms of ADHD in children. It consists of 45 questions about inattentive, hyperactive, and impulsive behaviors rated on a 4-point scale. It also includes 7 questions about a child's academic performance and relationships rated on a 5-point scale. The final section provides instructions on how to score the checklist to determine if a child meets criteria for the inattentive, hyperactive/impulsive, or combined subtypes of ADHD.
1. The document is a teacher rating scale from the University of Oklahoma Health Sciences Center for assessing symptoms of ADHD in students.
2. It contains questions for teachers to rate how often students demonstrate behaviors related to inattention, hyperactivity/impulsivity, and oppositionality.
3. Scoring instructions provide criteria for determining the predominantly inattentive, predominantly hyperactive/impulsive, or combined subtypes of ADHD based on the number of questions rated a 2 or 3, and performance scores rated a 4 or 5.
This document describes a psychopedagogical intervention program for young schoolchildren with ADHD. It aims to provide parents and teachers with information and techniques to help alleviate ADHD symptoms. The program involves interventions at the child, family, and teacher levels. It was tested on 27 children ages 6-10 who were evaluated before and after participating in the program using evaluation scales. The program included informative sessions for parents and teachers, as well as counseling for the children. The goal was to help the children develop and integrate socially and academically through creating a supportive environment.
The document tells a story about frogs competing to reach the peak of a tall tower. Most of the frogs gave up as onlookers claimed they could not succeed. However, one deaf frog ignored the negative comments and continued climbing until it reached the top, surprising everyone. The moral of the story is not to listen to people with negative thoughts and feelings, as they can destroy hopes and dreams. It's important to think positively and believe in yourself regardless of what others say.
Education for students with special needs in the author's country integrates them into regular classes called CES, where they receive additional support from special teachers. After school, there are no details provided about life for these students. The overall aim was to share information about how their country educates children with special needs.
Maria Dolores Martin Sanchez: Education in my countryInge De Cleyn
The document discusses education measures in Andalusia, Spain to address diversity in primary and secondary schools. Some key measures mentioned include flexible grouping of students, extra support groups in core subjects like Spanish and math, and personalized programs to meet student needs and minimize school failure. It also describes curriculum adaptation programs for students with special needs or learning difficulties, as well as vocational training programs for older students to aid their social and educational integration. The goal of these measures is to promote each student's full personal and academic development.
Education and protection of child in RomaniaInge De Cleyn
The document discusses social policies and institutions for the protection and education of children in Romania. It outlines the country's constitution and legislation protecting children's rights. It also describes the various government institutions responsible for child protection and education, including the Ministry of Education and Department for Child Protection. Finally, it discusses the types of institutions that provide education and care for children, such as nurseries, kindergartens, homes for preschoolers, and special schools, as well as NGOs supporting children's welfare.
Maria Dolores Martin Sanchez: This is my schoolInge De Cleyn
This document provides information about IES San Jose secondary school in Cortegana, Huelva, Spain. The school has approximately 55 teachers and 500 students organized into groups of 20-30 per level. The teacher has a class of 12 students between ages 12-16 with difficulties such as mental disabilities or Down syndrome. After finishing secondary school, students go to various centers to prepare for independent living and some jobs through special education associations with support from families and services.
The school has functioned since the 1950s and can accommodate over 200 students with learning disabilities. It is overseen by the Ministry of Education and the local School Inspectorate. Students range in age from 5 to 17 and have mild to severe intellectual disabilities. Admission is determined by a commission that assesses each child. The school has two buildings with classrooms, workshops, a cafeteria, and therapy rooms. A typical day includes breakfast, classes, lunch, and recuperation activities. The school provides teaching, therapies, medical care, counseling, and vocational training.
This document provides instructions for partners to introduce their school to others by sharing information like the ages and handicaps of pupils, staff roles, classroom organization, subjects taught, extracurricular activities, and what pupils do after graduation. Partners are asked to share this school information on the twinspace by December 1st either by directly adding it themselves or sending it to a coordinator to post. They can include pictures, videos, or a school website.
Our school is made up of two institutes that offer different courses: the Liceo-Ginnasio "F. Cicognini" which focuses on classics like Latin, Greek, philosophy, mathematics, and physics, and the Liceo Socio-Psico-Pedagogico "G. Rodari" which includes Latin, psychology, pedagogy and mathematics. There are two paths for students with special needs - a strong path allowing students to attain a diploma by meeting class objectives, and a weak path with individualized education plans and simplified curriculum focusing on achieving proficiency levels. Students on the strong path remain in class while those on the weak path sometimes attend class and sometimes attend specialized laboratories
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
Slide Presentation from a Doctoral Virtual Open House presented on June 30, 2024 by staff and faculty of Capitol Technology University
Covers degrees offered, program details, tuition, financial aid and the application process.
How to Store Data on the Odoo 17 WebsiteCeline George
Here we are going to discuss how to store data in Odoo 17 Website.
It includes defining a model with few fields in it. Add demo data into the model using data directory. Also using a controller, pass the values into the template while rendering it and display the values in the website.
Webinar Innovative assessments for SOcial Emotional SkillsEduSkills OECD
Presentations by Adriano Linzarini and Daniel Catarino da Silva of the OECD Rethinking Assessment of Social and Emotional Skills project from the OECD webinar "Innovations in measuring social and emotional skills and what AI will bring next" on 5 July 2024
How to Add Colour Kanban Records in Odoo 17 NotebookCeline George
In Odoo 17, you can enhance the visual appearance of your Kanban view by adding color-coded records using the Notebook feature. This allows you to categorize and distinguish between different types of records based on specific criteria. By adding colors, you can quickly identify and prioritize tasks or items, improving organization and efficiency within your workflow.
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
Views in Odoo - Advanced Views - Pivot View in Odoo 17Celine George
In Odoo, the pivot view is a graphical representation of data that allows users to analyze and summarize large datasets quickly. It's a powerful tool for generating insights from your business data.
The pivot view in Odoo is a valuable tool for analyzing and summarizing large datasets, helping you gain insights into your business operations.
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
How to Show Sample Data in Tree and Kanban View in Odoo 17Celine George
In Odoo 17, sample data serves as a valuable resource for users seeking to familiarize themselves with the functionalities and capabilities of the software prior to integrating their own information. In this slide we are going to discuss about how to show sample data to a tree view and a kanban view.
How to Show Sample Data in Tree and Kanban View in Odoo 17
Adhd
1. PSYCHOPEDAGOGICAL INTERVENTIONS IN
YOUNG SCHOOLCHILDREN WITH ADHD
PhD. PURCIA VALERIA ECATERINA
County Educational Resource and Assistance Center
"Ghe. Lazăr" National College
Sibiu, Romania
Abstract: Attention Deficit Hyperactivity Disorder is a cerebral dysfunction frequently
occurring in the case of children, being one of the most common disorders for this age.
ADHD can be defined as a syndrome with an early debut (before the age of 7) and it consists
of a combination of inattention, hyperactivity and impulsivity that persists in time,
sometimes until adulthood. By means of the psychopedagogical intervention program we are
now putting forward, we wish to offer parents and teachers information about ADHD and
also provide a few simple and easy-to-use techniques which can be applied both in school
and family.
Keywords: ADHD, psychopedagogical intervention program, young schoolchildren, family,
school.
Attention Deficit Hyperactivity Disorder, also known as minimal cerebral
dysfunction, is a condition frequently occurring in children, being one of the most common
disorders typical for this age. ADHD can be defined as a syndrome with an early debut
(before the age of 7) characterized by a combination of inattention, hyperactivity and
impulsivity that persist in time, sometimes until adulthood, occurring in individuals with
normal mental development. When these symptoms become manifest they lead to difficulties
in adapting to family, school and social environment. (Măgureanu, 2004) It is highly
prevalent and has a strong personal and social impact, being often associated with other
developmental or psychiatric disorders.
It is a problem of psychic nature, which, although not permanently curable, can be kept
under control. Researchers believe that a neurologically inattentive, hyperactive child is an
individual with a hidden disability, who is in urgent need of intervention. (Sauvé, 2006)
Irrespective of how severe the situation may be, the therapeutical strategies especially
developed will help the young children to gradually lead a normal life.
Through the psychopedagogical intervention program we have put forward we wanted to
provide parents and teachers with information about ADHD, as well as with a few simple
and easy-to-use techniques which could be applied in both school and family environment.
Research methodology
Research purpose:
Studying the effectiveness of a psychopedagogical intervention to alleviate symptoms of
Attention Deficit Hyperactivity Disorder in young schoolchildren.
The program has been structured on three intervention axes:
child-focused intervention;
2. family-focused intervention;
teacher-focused intervention.
The reason behind elaborating this program structure was to allow control and manipulation
of the main levels at which the symptoms associated with Attention Deficit Hyperactivity
Disorder become manifest:
family level;
school level;
social level.
Research objectives:
1. To study the effectiveness of the psychopedagogical intervention program concerning the
alleviation of the major symptoms of Attention Deficit Hyperactivity Disorder in young
schoolchildren:
• impulsivity;
• hyperactivity;
• inattention.
2. To study the effectiveness of the program concerning the low level of socialization
associated with Attention Deficit Hyperactivity Disorder, and to increase learning efficiency.
Research hypotheses:
Getting the young schoolchildren diagnosed with ADHD involved in a psychopedagogical
intervention program would lead to:
1. Alleviation of the major symptoms associated with ADHD;
2. Alleviation of the socialization difficulties associated with ADHD and an improvement in
learning efficiency.
Methods and tools
A. The interview
B. The structured (quantitative) observation
C. The experiment
D. Raven Standard Progressive Matrixes
E. Vanderbilt evaluation scales – Parent Answer Sheet
Vanderbilt evaluation scales (monitoring) - Parent Answer Sheet
Vanderbilt evaluation scales – Teacher Answer Sheet
Vanderbilt evaluation scales (monitoring) - Teacher Answer Sheet (Wolraich, et all,
2003), adaptated by us with the author’s permission, on Romanian population, for Sibiu
County
F. The case study
G. Statistico-mathematical methods
Population universe
The population on which this research was focused, and which provided the cases that lay at
the basis of its elaboration, is represented by the sum total of the young schoolchildren in
primary school that are on the records of the “Gh. Preda” Psychiatric Hospital of Sibiu for
the February-March 2008 period, and who suffer from ADHD.
Selection of subjects
For the proceedings of the research we have selected 33 cases of young schoolchildren with
ADHD from the “Gh. Preda” Psychiatric Clinic of Sibiu, Department of Pediatric Psychiatry,
according to the following criteria:
3. 1. The child’s psychosocial profile:
• Presence of ADHD symptoms in behavior;
• Good level of development of the cognitive function – I.Q. higher or equal to 90 –
mental age corresponding to chronological age.
• Low level of integration in school and social group.
• Low school performance.
2. Family:
• high interest in the child’s biopsychosocial development;
• quality of collaboration with school;
• interest in getting involved in a psychopedagogical intervention program.
3. Primary school teacher:
• interest shown in applying personalized educational techniques to the schoolchildren
diagnosed with ADHD.
Criterion 1 – the child’s psychosociobehavioral profile
Following the discussions with the specialist team from the Department of Pediatric
Psychiatry concerning the schoolchildren with ADHD that were under observation and
treatment, 33 children have been identified as follows: 21 pupils – 1 st grade, 6 pupils – 2nd
grade, 5 pupils – 3rd grade, 1 pupil – 4th grade.
The selection of subjects has been made after interviews with the children’s parents and
primary teachers, as well as according to the results obtained after the parents and primary
teachers of the 33 children with ADHD filled in the Vanderbilt Scale for Primary Teachers
and Parents. The scores obtained by each of the schoolchildren has been recorded in their
individual charts, because of the methodological requirement of using these results in
building the pre-test profile for each of the children that would eventually remain subjects of
the experiment.
It should be mentioned that until this stage of sampling, all the schoolchildren have met the
requirements of the 1st selection criterion.
Criterion 2 – The Family
The parents of the schoolchildren have been contacted, and during some meetings, have been
explained the purpose, objectives and strategies of unfolding the program, along with the
educational reponsibilities that they would have to undertake within the program. Also, these
meetings have made it possible to evaluate the interest and resources of each family for the
child’s education in general, and for the proposal of getting involved in an educational
program, in particular.
It has been concluded that in the case of 6 children there is a weak response from the family
regarding the collaboration for the proposed psychopedagogical program, and as a
consequence, the children have been excluded from the program.
It has been concluded that in the case of 6 children there is a weak rrr
Following the interviews, 27 of the families have agreed to get involved in the program.
The group under research was made up of : 18 pupils – 1st grade, 6 pupils – 2nd grade, 2
pupils – 3rd grade, 1 pupil - 4th grade.
4. Criterion 3 – The Primary Teacher
During some meetings with the primary school teachers of the children with ADHD who
remained beneficiaries of the program, they have been informed about the purpose,
objectives and strategies of unfolding the program, along with the educational
responsibilities they ought to undertake. All the approached primary teachers have responded
positively, expressing their position of active supporters of the program.
Common problems of the selected cases:
The children selected in view of getting involved in the psychopedagogical program have
been diagnosed as suffering from ADHD by the interdisciplinary team of the “Gh. Preda”
Psychiatric Hospital of Sibiu, Department of Pediatric Psychiatry. Following the collecting
of psychological, family, school and social data of the children, we could conclude that
ADHD affects the children in all these respects. Consequently, they have a poor self-image,
and strong inferiority feelings due to the difficulties they are faced with in school and in
society. These difficulties have to do with a weak sensory-motion experience, partial lack of
behavior control, deficient acquisition of skills needed for daily activities, as well as
shortcomings in developing correct learning and social skills and abilities.
The stage of case construction
Psychological profile – symptom evaluation
Testing of cognitive function:
It has been carried out based on the following tests:
- Standard Raven Progresive Matrixes - development of cognitive function– I.Q. higher or
equal to 90 in all examined subjects.
-Vanderbilt ADHD Symptom Evaluation Scale for Parents and Primary Teachers
The pre-testing stage of the experiment
Between March and April 2008 the aplication of the ADHD Symptom Evaluation
Scale for each of the 27 schoolchildren selected for being included in the program has been
concluded, their results being recorded in their psychological charts (before becoming
beneficiaries of the psychopedagogical program).
1. Evaluation of ADHD symptoms by the family
(Vanderbilt ADHD Symptom Evaluation Scale for Parents)
2. Evaluation of ADHD symptoms by the primary teacher
(Vanderbilt ADHD Symptom Evaluation Scale for Teachers)
The stage of experimental manipulation
Full coverage of the stages of the psychopedagogical intervention program has been
achieved between April and June 2008.
Stages covered for the application of the psychopedagogical intervention plan:
Step 1: The parents observe the child’s behavior in the home.
Step 2: The primary teacher observes the child’s behavior in school.
Step 3: The parents and the primary teacher meet and talk about what they have observed
concerning the child and highlight the worrying aspects that concern the child.
Step 4: The parents meet the psychologist and share with him/her their observations, as well
as those of the primary teacher; they also offer means of getting in contact with the child’s
primary teacher: telephone number, his/her schedule in school etc.
5. Step 5: The psychologist innitiates an interview especially structured for the factors involved
in the program: parents, child, primary teacher, from whom he/she may obtain data
concerning the child’s educational and medical record.
Step 6: The parents receive a number of brochures or information about ADHD, following
which both them and the primary teacher fill in child behavior evaluation scales.
Step 7: The scales filled in by both primary teacher and parents are examined by the
psychiatrist.
Step 8: Following the results obtained in the evaluation scales filled in by the parents and
primary teacher, the psychiatrist determines the psychopedagogical intervention areas.
Step 9: The psychologist ellaborates a psychopedagogical plan focused on the intervention
areas established together with the parents and the psychiatrist.
Step 10: The psychologist carries out, and the psychiatrist monitors the application of the
intervention program, as well as the evolution of the child. The parents and the primary
teacher fill in child behavior evaluation scales at the beginning and at the end of the
psychopedagogical intervention program. (according to Feldman, 2007)
The Psychopedagogical Intervention Program
The program has taken into account the building of a home and educational
environment that would favor the harmonious development of children with ADHD, by
building a partnership that would involve the folowing intervention agents:
The County Educational Resources and Psychopedagogical Assistance Center of Sibiu
Manager – psychology professor Daniela Moldovan
Psychologists / school psychologists:
Valeria Purcia, Elena Morariu, Simona Crăciun, Simona Câmpean, Maria Opriş, Lidia
Draghiţă, Silvana Şerb, Cătălina Nechita.
The “Gh. Preda” Psychiatric Hospital of Sibiu, Department of Pediatric Psychiatry:
Dr.Cornelia Acaru, primary care physician– child neuropsychiatry; Dr.Sanda Elena Barb,
primary care physician - psychiatry; Dr. Angela Muntean, primary care physician –
psychiatry; Răzvan Pleteriu, chief clinical psychologist, Laura Orlandea, chief clinical
psychologist.
The primary teachers and the parents of these children.
The interdisciplinary partnership has been designed on various intervention levels, in
view of:
-as full a coverage of the family, school and social levels where ADHD symptoms become
manifest, as well as of the associated disorders;
-identifying the basic educational principles in raising a child with ADHD;
-identifying the main areas for psychopedagogical intervention in view of alleviating ADHD
symptoms, as well as those of the associated disorders;
-an active involvement of the intervention agents in controlling and alleviating ADHD
symptoms in young schoolchildren, beneficiaries of the psychopedagogical intervention
program;
Objectives of the psychopedagogical intervention program
General objective:
Facillitating a global development of the children with ADHD included in the
program by means of creating a socio-educational environment adapted to their specific
needs.
Specific objectives:
6. 1. Ensuring informational as well as formative aid needed by the parents of children with
ADHD;
2. Facillitating the professional optimization of the primary teachers working with children
affected by ADHD;
3. Facillitating the development of the communicative as well as of the socioaffective
function in children affected by ADHD;
4. Integrating the activities carried out by the members of the intervention team in a coherent
educational and formative partnership to the benefit of the children who are subjects of the
program.
Beneficiaries of the psychopedagogical program:
• Children with ADHD
• Parents of children with ADHD
• Primary teachers of children with ADHD
The intervention team:
Professionals:
• School psychologists
• The interdisciplinary team of the „Gh. Preda” Psychiatry Hospital of Sibiu
Volunteers:
• Parents of children with ADHD
• Primary teachers of children with ADHD
The unfolding of the informative/formative program for parents
The program for parents has amounted to a sum total of 10 formative (weekly) sessions. The
parents of children with ADHD have acted both as representatives of the family as well as
beneficiaries of this formative course.
Objectives:
●Familiarizing the parents with: the particularities of the Attention Deficit Hyperactivity
Disorder in young schoolchildren; the problems posed by ADHD; information connected
with the psychology as well as with the diagostic criteria, with the particularities and
difficulties that these children have to deal with along the learning and development process
(in terms of behavior as well as social and school integration).
●Observation and evaluation of the child’s behavior; making the parents aware of
educational mistakes that may occur in the behavioral correction of a child with ADHD.
●Improvement of atmosphere within the family; active listening; emotional communication;
parent-child communication.
●Ways of reinforcing the parent-child relationship; focusing on the positive aspects of the
child; unconditional acceptance; time dedicated to the child.
● Acquisition of behavioral management notions, as well as of behavioral methods and
techniques of positive disciplining by the parents;
●Rewarding of positive attitudes; designing a plan for viable behavior; types of rewards;
solving problematic situations;
●Co-operation with the child’s primary teacher; behavioral monitoring cards; daily plan;
●Increasing the child’s self-esteem; nurturing the child’s self-confidence; highlighting the
positive achievements; increasing awareness of the distinction between the child’s behavior
and person;
●The influence of games in the therapy of children with ADHD; developing socialization
abilities; suitable types of games and toys.
The unfolding of the informative/formative program for primary teachers
This program has amounted to a sum total of 7 of (weekly) formative sessions.
7. Objectives:
●Familiarizing the primary teachers with the particularities of Attention Deficit
Hyperactivity Disorder in young schoolchildren. Informing them about the set of problems
associated with ADHD by offering them information concerning the psychological aspect
and the diagnostic criteria, the particularities and difficulties that these children have to deal
with along the learning and development process (in terms of behavior as well as social and
school integration).
●School teaching-learning process; school adaptation; behavioral interventions;
●Well-established structure and routine; using the gradual system of structuring the class;
the three „R”s: routine, regularity and repetition; careful monitoring of behavior; class
management.
●Acquisition of ergonomic principles and rules by the teachers that would offer the ADHD
child a secure environment.
●Lessons that are as attractive as possible, getting the child involved in a work group;
primary teacher-child interaction; combining verbal explanations with practical
demonstrations.
●Identifying behavioral problems; behavioral class management system; rewarding well-
achieved tasks;
●Partnership among children; well-defined rules; co-operative learning; playing and
socializing time.
Counselling children with ADHD
Objectives:
• To enable the child to get over difficult emotional problems;
• To enable the child to achieve a certain congruity among thoughts, emotions and behavior;
• To make the child feel good about himself/herself
• To enable the child to accept his/her limits;
• To determine the child to change behavior that has negative consequences;
• To enable the child to function comfortably and in an adaptive manner in an external
environment (both at home and in school);
• To create such conditions for the child that he/she could follow his/her development stages.
Result Analysis and interpretation
Age group distribution (school class) in the lot under study has been as follows:
18 pupils – 1st grade, 6 pupils – 2nd grade, 2 pupils – 3rd grade, 1 pupil – 4th grade (Fig. 1).
In this paper we have chosen to deal with the age group between 6 and 7 (1 st grade),
which has turned out to be the most numerous one, further proof to a correct identification of
the disorder by both parents and primary teachers mostly at the child’s entering the school
system.
The next age groups are 7-8 years old (2nd grade), 8-9 years old (3rd grade).
In contrast to this, the age group 10-11 years old (4 th grade) is significantly low in the
studied lot.
This fact is in accordance with DSM-IV which requires that core ADHD symptoms
should become manifest before the age of 7.
8. 7,40%
3,70%
22,22% 1st grade
66,66% 2nd grade
3rd grade
4th grade
Figure 1 Age group distribution (school age) in the studied group
Sex ratio – in the studied lot has been of 5,75:1. The distribution according to sex indicates
the predominance of boys as compared to girls. These values are similar to those in the
general population. (Fig.2)
In children, ADHD is more frequent in males, with a sex ratio of 3,6:1. The difference
between the sexes is highly significant. Girls diagnosed with ADHD are affected from a
cognitive or attention point of view. (Ivanesei, 2008)
85,1
100 8
%
80
%
Boys
60
%
40 14,8 Girls
1
%
20
%
0%
Figure 2 – Lot distribution according to sex ratio
According to the degree of family disintegration (fig.3), in the group studied, 4
subjects out of 27 come from disintegrated families, however a cause-effect connection
between the family environment and ADHD diagnosis could not be established.
3,70% 7,40% 3,70% Maternal assistant
Divorced parents
85,18%
Monoparental family
Biparental family
Figure 3 – Degree of family disintegration in the studied lot
In the group analyzed according to ADHD subtypes, the combined subtype is predominant,
the other ones ranking very low; a possible explanation would be that spotting children with
a high degree inattention, hyperactivity and impulsivity was easier because this type of
behavior can be perceived faster by parents and primary teachers. (Fig. 4).
DSM trials and other subsequent clinical studies have shown that the combined type is
predominant, as compared to the type where attention deficit prevales. However, because the
9. attention deficit subtype has the highest probability of being underdiagnosed, its prevalence
cannot be deduced from clinical groups. (Iancu, 2007).
18,51%
Combined
subtype
70,37%
11,11% Inattentive
subtype
Hyperact./impuls.
subtype
Figure 4 – Distribution of ADHD cases according to subtypes
The statistical processing – (SPSS, t test ) of data concerning the effects of the independent
variable upon the dependent variables - has been carried out by means of the t test for the
difference between the average of two dependent samples (pairs), by comparing the
significant differences between the pair sample average data as following the results
obtained from the pre-testing and the post-testing in the following tests:
- Vanderbilt ADHD symptom evaluation sheet– filled in by parents
- Vanderbilt ADHD symptom evaluation (monitoring) sheet– filled in by parents
- Vanderbilt ADHD symptom evaluation sheet– filled in by primary teachers
- Vanderbilt ADHD symptom evaluation (monitoring) sheet– filled in by primary teachers
The t test concerning the difference between the average values of two dependent
samples allows for the evaluation of the significance of the variation in a certain
characteristic, in the same subjects, in two different situations (for example, “before” and
“after” a certain condition has been acted out), or in two different contexts, irrespective of
the moment when they become manifest. The advantage of this statistical model is that it
captures the so-called “intrasubject” variation, because the calculation basis is represented by
the difference between the two values measured for each subject separately. (Popa, 2008)
Reporting the research results
Considering that in all the obtained results the p value <0.05, the null hypothesis is rejected.
It has been accepted as research hypothesis, that getting young schoolchildren with ADHD
involved in a psychopedagogical program leads to:
1. Alleviation of the major symptoms of Attention Deficit Hyperactivity Disorder:
● inattention
● impulsivity
● hyperactivity
2. Alleviation of the socialization difficulties associated with Attention Deficit Hyperactivity
Disorder and an increase in learning efficiency, as observed from a sample of 27 subjects,
for:
Parent evaluation
t.o5(26)= 9,36, p<0,05, ADHD prevalently inattentive subtype
t.o5(26)= 11,19, p<0,05, ADHD prevalently hyperactive/impulsive subtype
t.o5(26)= 12,23, p<0,05, ADHD combined inattentive/ hyperactive subtype
t.o5(26)=6,o67, p<0,05, school efficiency / socialization
Teacher evaluation
t.o5(26)= 10,01, p<0,05, ADHD prevalently inattentive subtype
t.o5(26)= 8,34, p<0,05, ADHD prevalently hyperactive/impulsive subtype
t.o5(26)=11,13, p<0,05, ADHD combined inattentive/ hyperactive subtype
t.o5(26)= 7,13, p<0,05, school efficiency / socialization
10. Psychometric data of the Vanderbilt Evaluation Scales
The reliability studies (by calculating the Cronbach alfa index) show a very high value
(α > 0,70) for most of the sections in the scale referring to ADHD. The exception is the
“anxiety/depression” section in the Vanderbuilt Evaluation Scale for Parents, where α =
0,52. (Some authors consider as acceptable a value of 0.5 of the Cronbach alfa index in the
case of scales with a small number of items: 10-15). This value is somewhat justified, since
the section comprises a small number of items (7). There has been no further pressure to
modify or replace the items in this section, because this paper has focused especially on the
ADHD symptoms, and less on co-morbid disorders.
The obtained data support the high psychometric qualities of the instrument in
question. An “internally consistent” scale offers us the guarantee that the items of our
instrument “go hand in hand”, that they measure the same psychological “construct”;
nevertheless, this does not as yet allow us to affirm that it measures exactly what it purported
to measure in the first place. (Popa, 2008) This problem has been checked through validation
studies.
Testing the validity by comparing the results obtained using the Vanderbuilt Evaluation
Scales for ADHD to the result obtained using the CIM 10 Structured Diagnosis Interview
shows that the instruments measure attributes and behavioral aspects which are similar but
not identical.
Research limitations
●The Vanderbuilt scales for the evaluation/monitoring of ADHD symptoms have a
restrictive transcultural adaptation, for Sibiu County only;
● The results obtained in this research cannot be generalized to the scale of the entire
community in question. The factors that could influence it negatively are as follows: the
nature and representativity of the sample; the manner of data collection; the period during
which the research has been carried out; the various systematic error sources, among which
the overevaluation of the obtained results by the evaluators, parents and teachers,
respectively. However, this aspect may have a positive connotation, as far as the
effectiveness of the proposed program, as well as the positive appreciation of results go.
Conclusions
● The processing and evaluation of the research data have revealed the effectiveness of the
psychopedagogical program ellaborated by us, concerning the symptoms of attention deficit
hyperkinetic disorder in young schoolchildren.
● The structure of this program (on three intervention axes: parents, primary teachers and
children) has allowed for the control of the main areas of manifestation of attention deficit
hyperactivity disorder (family, school and social ones), and its application has entailed
significant alleviation in ADHD symptoms (attention deficit, hyperactivity, impulsivity), as
well as in associated disorders (socioaffective integration, learning efficiency).
● The objectives of the program have been achieved, by developing both in parents and in
primary teachers a set of educational and developmental abilities adapted to children with
ADHD, as well as through their correct application by parents (in the family as well as
social environment), by the primary teachers (in class), and by the school psychologists (in
the school psychopedagogical counselling office), in view of relieving ADHD symptoms.
● The present paper meets the needs of school psychologists, teachers, parents and especially
those of the children with ADHD, by offering a model of intervention in attention deficit
hyperactivity disorder in young schoolchildren, a model which has aimed the following
aspects of the problem in question:
11. - as full coverage as possible of the main areas of manifestation of attention deficit
hyperkinetic disorder (family, school, social);
- identification of the educational principles which are basic and mandatory in the raising of
ADHD children;
-active involvement of intervention agents (psychologists, psychiatrists, parents, teachers) in
controlling and alleviating the associated ADHD symptoms, in young schoolchildren that
were beneficiaries of the psychopedagoical intervention program;
● the psychopedagogical intervention programs can be an alternative for the parents that are
resistant to the idea of medicating their child on an indefinite term, or for those children that
develop intolerance to Strattera (atomoxetine), enabling an improvement in the lives of the
children and of the family members alike.
● Behavior changing techniques, the training, educating and counselling sessions for the
children, parents and teachers are enough for controling light forms of ADHD symptoms.
Usually, behavioral interventions are used along with medication in the moderate and severe
forms.
● The psychopedagogical therapy, initiated by specialists and later applied by the parents
and teachers, represents a basic element in approaching children with ADHD. The
psychopedagogical intervention program we have put forward could prove to be an effective
learning tool for parents and teachers alike, by means of simple and easy-to-use techniques.
Bibliography:
Feldman, Howard, (2007) – Evaluating Your Child for ADHD, American Academy of
Pediatrics, National Initiative for Children’s Healthcare Quality;
Iancu, Mirela, (2007) – ADHD la copil şi adolescent [ADHD in children and teenagers],
Farmacist.ro online magazine no. 32 (112);
Ivanesei, Mihaela, (2008)-Tulburarea cu hiperactivitate/deficit de atentie (ADHD) la copil
[Attention Deficit Hyperactivity Disorder(ADHD) in children]. Accesed on 22 Febr. 2008, at
http://www.nordlitera.ro;
Măgureanu, Sanda, (2004) – Cum diagnosticăm hiperkineticii [How to Diagnose the
Hyperkinetic], Info Diagnostic Magazine, no.1;
Popa, Marian, (2008) – Statistica pentru psihologie. Teorie şi aplicaţii SPSS [Psychology
Statistics. Theory and SPSS Applications], Polirom, Iaşi;
Sauvé, Colette, (2006) – Copilul hiperactiv. Hiperactivitatea şi deficitul de atenţie, House
of Guides, Bucharest;
Wolraich, Mark et al.,(2003) - Psychometric Properties of the Vanderbilt ADHD
Diagnostic Parent Rating Scale in a Referred Populations, Journal of Pediatric Psychology
28(8):559-568.