Thematische Bibliographien / Pupil with ADHD

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Auswahl der wissenschaftlichen Literatur zum Thema „Pupil with ADHD“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 10. Februar 2022

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Zeitschriftenartikel zum Thema "Pupil with ADHD"

Shirama, Aya, Toshinobu Takeda, Haruhisa Ohta, Akira Iwanami, Shigenobu Toda und Nobumasa Kato. „Atypical alert state control in adult patients with ADHD: A pupillometry study“. PLOS ONE 15, Nr. 12 (30.12.2020): e0244662. http://dx.doi.org/10.1371/journal.pone.0244662.

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Although behavioral studies have repeatedly demonstrated that individuals with attention-deficit/hyperactivity disorder (ADHD) have deficits in alertness, little is known about its underlying neural basis. It is hypothesized that pupil diameter reflects the firing of norepinephrine (NE) neurons in the locus coeruleus (LC), and that the LC-NE neuromodulatory system for regulating alertness may be dysfunctional in ADHD. To clinically and non-invasively examine this hypothesis, we monitored the kinetics of pupil diameter in response to stimuli and compared them between adults with ADHD (n = 17) and typically developing (TD) adults (n = 23) during an auditory continuous performance task. Individuals in the ADHD group exhibited a significantly larger tonic pupil diameter, and a suppressed stimulus-evoked phasic pupil dilation, compared to those in the TD group. These findings provide support for the idea that the aberrant regulatory control of pupil diameter in adults with ADHD may be consistent with a compromised state of alertness resulting from a hyperactivated LC-NE system.

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Curtis, David F., Richard J. Hamilton, Dennis W. Moore und Stewart Pisecco. „Are Teachers’ Beliefs Related to Their Preferences for ADHD Interventions? Comparing Teachers in the United States and New Zealand“. Australasian Journal of Special Education 38, Nr. 2 (09.09.2014): 128–49. http://dx.doi.org/10.1017/jse.2014.12.

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This investigation examined the relationship between teachers’ beliefs and their preferences for classroom interventions for behaviours consistent with attention-deficit/hyperactivity disorder (ADHD). Teacher ratings of intervention acceptability, effectiveness, and rate of change were compared across United States and New Zealand samples. Beliefs examined were personal teaching efficacy, general teaching efficacy, and pupil control ideology (PCI). Samples were compared regarding their preferences for the daily report card, response cost technique, classroom lottery, and medication as classroom strategies for managing ADHD-related behavioural concerns. Data were analysed using general linear modelling techniques, and an interaction was demonstrated between ADHD intervention x PCI x nationality. Differences were observed for ADHD interventions across samples based upon pupil control orientations. Implications for educators and their classroom practices are discussed.

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Metin, B., E. Sonuga-Barke, J. R. Wiersema, H. Roeyers und S. Vermeir. „The Differential Effect of Event Rate on Pupil Dilation Patterns Suggests Effort Dysregulation Problems in ADHD“. European Psychiatry 41, S1 (April 2017): S635. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1042.

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IntroductionThe state regulation model postulates that ADHD performance difficulties result from failures to regulate activation states in response to changing environmental conditions – producing poor performance under sub-optimal conditions. Behavioral and electrophysiological studies involving the manipulation of event rate (ER) lend support to this idea.AimIn this preliminary study, we extended this investigation by comparing pupil dilation, an established marker of cognitive effort allocation, in individuals with ADHD, and controls, in response to varying ERs on a simple cognitive task.MethodsNineteen children with ADHD (age range: 8–14 years) and 21 controls (age range: 10–16 years) completed a target detection task under three different ERs (1300, 4000, and 8000 msec). Pupil dilation was monitored using an eye-tracker.ResultsOur results show that for controls, pupil dilation to targets varied as a function of ER according to a “U” function – with fast and slow ERs inducing greater phasic dilation than the moderate ER. However, for children with ADHD the relationship was linear with dilation increasing as ER decreased.ConclusionsThe results provide the first pupillary evidence suggestive of effort allocation dysregulation in ADHD especially under fast event rate conditions. Future studies should explore interventions to overcome effort allocation problems.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Graczyk, Patricia A., Marc S. Atkins, Maudette M. Jackson, Joan A. Letendre, Julia Kim-Cohen, Barbara L. Baumann und Jon Mccoy. „Urban Educators’ Perceptions of Interventions for Students with Attention Deficit Hyperactivity Disorder: A Preliminary Investigation“. Behavioral Disorders 30, Nr. 2 (Februar 2005): 95–104. http://dx.doi.org/10.1177/019874290503000203.

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This study examined urban educators’ attitudes toward commonly recommended interventions for students with Attention Deficit Hyperactivity Disorder (ADHD). Participants included 358 pupil personnel services (PPS) professionals—school psychologists, social workers, and counselors—and 70 classroom teachers from urban elementary schools. On average, PPS professionals and classroom teachers expressed little confidence in the effectiveness of commonly used classroom, mental health, and pharmacological treatments for ADHD. For PPS professionals, a moderately positive correlation was found between self-confidence and effectiveness ratings for classroom interventions and mental health interventions, and a small positive association was found between knowledge of ADHD and effectiveness ratings for medication. Teacher self-confidence was positively associated with effectiveness ratings for classroom interventions. Knowledge of ADHD was negatively correlated with teacher perceptions of the effectiveness of classroom and mental health interventions. Neither child gender nor ADHD subtype influenced effectiveness ratings. Results are discussed in regard to the urgent need for urban educators to experience greater success in their efforts to implement interventions for students with ADHD and for research focused on the unique needs of children residing in urban, low-income communities.

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Hamrakova, A., I. Ondrejka, N. Sekaninova, L. Peregrim und I. Tonhajzerova. „Pupillary Light Reflex in Children with ADHD“. Acta Medica Martiniana 19, Nr. 1 (01.04.2019): 30–37. http://dx.doi.org/10.2478/acm-2019-0004.

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Abstract Attention deficit/hyperactivity disorder (ADHD) is one of the most frequently seen mental disorders in children with an increasing risk for other mental disorders. ADHD represents a primary biological dysfunction of the central nervous system, such as dysregulation of frontal-subcortical-cerebellar catecholaminergic circuits and imbalances in the dopaminergic system. However, autonomic nervous system, comprised of two primary branches - sympathetic and parasympathetic nervous systems that are normally in dynamic balance, plays an essential role in the regulation of body functions. Although it is generally assumed that the autonomic regulation is impaired during ADHD the information related to this dysregulation is limited. One of the options to observe changes of autonomic balance in ADHD is pupillary light reflex (PLR). Pupillometric evaluation can be used for the assessment of functioning of both autonomic nervous system branches and certain parameters of pupil responsivity can be helpful as a tool for medical diagnostic and treatment. In conclusion, these findings suggest the pupillometry as a non-invasive method that can indicate abnormalities in the complex central autonomic network regulating PLR.

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Richardson, Michelle, Darren A. Moore, Ruth Gwernan-Jones, Jo Thompson-Coon, Obioha Ukoumunne, Morwenna Rogers, Rebecca Whear et al. „Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research“. Health Technology Assessment 19, Nr. 45 (Juni 2015): 1–470. http://dx.doi.org/10.3310/hta19450.

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BackgroundAttention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterised by age-inappropriate levels of inattention, impulsivity and hyperactivity. School can be particularly challenging for children with ADHD. Few reviews have considered non-pharmacological interventions in school settings.ObjectivesTo assess the effectiveness of non-pharmacological interventions delivered in school settings for pupils with, or at risk of, ADHD and to explore the factors that may enhance, or limit, their delivery.Data sourcesTwenty electronic databases (including PsycINFO, MEDLINE, EMBASE, Education Resources Information Centre, The Cochrane Library and Education Research Complete) were searched from 1980 to February–August 2013. Three separate searches were conducted for four systematic reviews; they were supplemented with forward and backwards citation chasing, website searching, author recommendations and hand-searches of key journals.Review methodsThe systematic reviews focused on (1) the effectiveness of school-based interventions for children with or at risk of ADHD; (2) quantitative research that explores attitudes towards school-based non-pharmacological interventions for pupils with ADHD; (3) qualitative research investigating the attitudes and experiences of children, teachers, parents and others using ADHD interventions in school settings; and (4) qualitative research exploring the experience of ADHD in school among pupils, their parents and teachers more generally. Methods of synthesis included a random-effects meta-analysis, meta-regression and narrative synthesis for review 1, narrative synthesis for review 2 and meta-ethnography and thematic analysis for reviews 3 and 4.ResultsFor review 1, 54 controlled trials met the inclusion criteria. For the 36 meta-analysed randomised controlled trials, beneficial effects (p < 0.05) were observed for several symptom and scholastic outcomes. Mean weighted effect sizes ranged from very small (d+ < 0.20) to large (d+ ≥ 0.80), but substantial heterogeneity in effect size estimates across studies was reported. Moderator analyses were not able to clarify which intervention features were linked with effectiveness. For review 2, 28 included studies revealed that educators’ attitudes towards interventions ranged in positivity. Most interventions were rated positively or neutrally across different studies. The only intervention that consistently recorded positive attitudes from educators was daily report cards. For review 3, 33 studies met the inclusion criteria. Key findings included tensions regarding the preferred format of interventions, particularly how structured interventions were and the extent to which they are tailored to the child with ADHD. There were mixed views about the impact of interventions, although it was clear that interventions both influence and are influenced by the relationships held by children with ADHD and participants’ attitudes towards school and ADHD. For review 4, 34 studies met the inclusion criteria. Key findings included the importance of causal attributions that teachers, parents and pupils made about ADHD symptoms, the decisions teachers made about treatment, the self-perceptions pupils developed about themselves, the role of the classroom environment and stigma in aggravating ADHD symptoms, and the significant barrier to treatment posed by the common presence of conflict in relationships between pupils–teachers, parents–teachers and pupils–peers in relation to ADHD. An overarching synthesis of the four reviews highlighted the importance of the context affecting interventions. It suggested that ADHD psychoeducation and relationship-building skills are potential implications for interventions.LimitationsThe breadth of both interventions and outcomes in the reviewed studies presented a challenge for categorisation, analysis and interpretation in reviews 1–3. Across reviews, relatively few studies were conducted in the UK, limiting the applicability of findings to UK education. In reviews 1 and 2, the poor methodological quality of some included studies was identified as a barrier to establishing effectiveness or comparing attitudes. In review 3 the descriptive analysis used by the majority of studies constrained theorising during synthesis. Studies in review 4 lacked detail regarding important issues like gender, pupil maturity and school level.ConclusionFindings suggest some beneficial effects of non-pharmacological interventions for ADHD used in school settings, but substantial heterogeneity in effect sizes was seen across studies. The qualitative reviews demonstrate the importance of the context in which interventions are used. Future work should consider more rigorous evaluation of interventions, as well as focus on what works, for whom and in which contexts. Gaps in current research present opportunities for the development and testing of standardised tools to describe interventions, agreement on gold-standard outcome measures assessing ADHD behaviour and testing a range of potential moderators alongside intervention trials.Study registrationThis study is registered as PROSPERO CRD42011001716.FundingThe National Institute for Health Research Health Technology Assessment programme.

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Kleberg, Johan Lundin, Matilda A. Frick und Karin C. Brocki. „Can auditory warning signals normalize eye movements in children with ADHD?“ European Child & Adolescent Psychiatry 29, Nr. 12 (01.02.2020): 1635–44. http://dx.doi.org/10.1007/s00787-020-01484-w.

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Abstract Attenuated baseline arousal has been hypothesized to underlie symptoms of attention deficit/hyperactivity disorder (ADHD). A behavioral signature of reduced baseline arousal is an increased beneficiary effect of warning signals in reaction tasks. This paradoxical effect is believed to be caused by a temporary increase in arousal induced by warning signals. In a preregistered study, we tested the hypothesis that children with high levels of ADHD symptoms would be hyperresponsive to warning signals in a well-established visual attention task (the gap/overlap paradigm). Previous studies using this task have found slower and more variable saccadic reaction times in children with ADHD compared to typically developing children, suggesting that these eye movement metrics are candidate biomarkers. We examined 71 children, of which 1/3 had a diagnosis of ADHD, using both dimensional analyses and group comparisons. Previously reported findings of reduced saccadic latency and increased latency variability were replicated. Importantly, saccadic latency was normalized by auditory warning signals. Analyses of pupil dilation, a physiological index of arousal and locus coeruleus-noradrenergic activity, confirmed that warning signals led to enhanced arousal. Our findings are novel and contribute to our understanding of arousal and attention in ADHD and have implications for treatment and interventions.

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Pester, James. „An Investigative Assessment of the Need for Individual Learning Support for a Y9 Pupil with Learning Difficulties and ADHD“. Emotional & Behavioural Difficulties 7, Nr. 4 (01.11.2002): 215–27. http://dx.doi.org/10.1177/1363275202007004004.

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Pester, James. „An investigative assessment of the need for individual learning support for a Y9 pupil with learning difficulties and ADHD“. Emotional and Behavioural Difficulties 7, Nr. 4 (Januar 2002): 215–27. http://dx.doi.org/10.1080/13632750200507019.

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Tan, Teck Shuenn, und Wing Sum Cheung. „Effects of computer collaborative group work on peer acceptance of a junior pupil with attention deficit hyperactivity disorder (ADHD)“. Computers & Education 50, Nr. 3 (April 2008): 725–41. http://dx.doi.org/10.1016/j.compedu.2006.08.005.

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Dissertationen zum Thema "Pupil with ADHD"

Wingbro-Carlsson, Gunilla, und Lena Matsson. „Skolsköterskors hälsofrämjande arbete för barn med ADHD“. Thesis, Högskolan i Skövde, Institutionen för hälsa och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12458.

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Attention Deficit / Hyperactivity Disorder (ADHD) är en uppmärksamhetsstörning med hyperaktivitet som drabbar cirka 3-5 procent av barn i skolåldern. Skolan har inflytande på barns liv och det finns ett samband mellan elevers psykiska hälsa och skolresultat. Skolsköterskor har en viktig roll som hälsofrämjare, särskilt då barn med ADHD har ökad risk för ohälsa och riskbeteende. Syfte: Syftet med studien var att beskriva skolsköterskors erfarenheter av att arbeta med åtgärder för barn med ADHD. Metod: Studien har genomförts med kvalitativ metod. Studien är baserad på åtta telefonintervjuer med skolsköterskor, vilka har analyserats med hjälp av kvalitativ innehållsanalys. Resultat: Fem kategorier framkom ur analysen, vilka beskriver skolsköterskors erfarenheter av att arbeta med åtgärder för barn med ADHD; Att samverka genom dialog, Att anpassa skolmiljö, Att vägleda och ge råd till föräldrar och barn, Att observera och genomföra kontroller samt Att arbeta specifikt hälsofrämjande. Slutsats: Skolsköterskor har erfarenheter av olika typer av åtgärder för barn med ADHD. De betonar särskilt betydelsen av att uppmärksamma barn med ADHD tidigt samt hälsosamtalet.
Attention Deficit / Hyperactivity Disorder (ADHD) is an attention deficit hyperactivity disorder that affects approximately 3-5 percent of school-age children. The school has an important influence on children's lives and there is a correlation between students' mental health and school performance. School nurses have an important role as health promoters, especially when children with ADHD are at increased risk of ill health and risky behavior. Aim: The aim of this study was to describe the school nurses´ experiences of working with measures for children with ADHD. Method: The study was conducted using a qualitative method. The study is based on telephone interviews with eight school nurses, which have been analyzed using qualitative content analysis. Results: Five categories emerged from the analysis, which describes the school nurses´ experiences of working with various measures for children with ADHD; Working together through dialogue, to adapt the school environment, provide guidance and advice to parents and children, to observe and implement controls and to work specifically with health promotion. Conclusion: School nurses have experience of different types of measures for children with ADHD. They stressed in particular the importance of paying attention to children with ADHD and regular health discussions.

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Feldt, Zanna, und Erik Mekkelholt. „Different Methods and Strategies to Aid Reading for Pupils Affected by ADHD“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34281.

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This study investigates the effectiveness of different methods and strategies to aid reading for pupils affected by ADHD. According to recent studies, 1-2 pupils are affected by ADHD in the classrooms (Lenard, Lorch, Milich & Hagans, 2008). Furthermore, these pupils are at a higher risk of falling behind their peers (Zentall,1993). Different factors contribute to these results, but one factor may be that the methods and strategies used for ADHD pupils are not sufficient. Furthermore, they might not even be used correctly or used at all. Additionally, there are precise results that some methods show a positive outcome, while others are lacking in the result area. We will, therefore, explore what methods are more considerable and which ones are worse and how the notable the results are. We also investigate the viability of these methods correlation to our age group and how viable in the classroom.

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Lindh, Maria. „Vilka stöd finns det för elever med ADHD i skolan? : What forms of support are available at school for pupils with ADHD?“ Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-24319.

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Syftet med denna studie har varit att undersöka vilka stöd det finns för barn med ADHD i skolan. Studien bygger på intervjuer med två klasslärare, en speciallärare, två rektorer samt en observation av en elev med diagnosen ADHD. Skolorna i undersökningen har varit en kommunal f-5 skola samt en f-9 friskola. För att belysa detta ämne ur en ny synvinkel har jag valt att undersöka lärarnas erfarenheter av sambanden mellan språkutveckling och ADHD. Intervjuerna visar att lärarna underströk att barn är olika och att man därför måste arbeta utifrån den enskilde individen. Lärarna menar att de inte har sett något samband mellan ADHD och försvagning av den språkliga utvecklingen. Vidare menar även lärarna att elever med ADHD är i behov av struktur och rutiner. Klasslärarna menade dock att detta inte var unikt för elever med ADHD utan att alla elever är i behov av det. Båda rektorerna anser att det är svårt att få ekonomiskt stöd för elever med enbart en ADHD diagnos. Den ena rektorn menade till och med att det är omöjligt. Undersökningen visar att det finns viss avsaknad av kunskap hos verksamma lärare om ADHD samt om kopplingen, som enligt forskare finns, mellan språkförsvagning och diagnosen. Därmed brister även kunskapen om hur man på bästa sätt kan stödja elever som har denna diagnos. Behovet av vidareutbildning är stor framförallt eftersom det ständigt kommer ny forskning inom området.

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Falk, Louise Josefine. „Elever med diagnosen ADHD i skolan : kvalitativ studie om 4 lärares erfarenheter och förhållningsätt till diagnosen i årskurs 1-7“. Thesis, Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9463.

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How teachers teach children with attention difficulties. This is a qualitative interview based on the experiences of four teachers. I want this study to examine teachers' experience and views about ADHD diagnosis. I would also like to find out what teachers do and think about the practice which surrounds students with ADHD. How to formulate and think of four active teachers about ADHD? What are the implications of the diagnosis perceive the four teachers interviewed that the diagnosis must for students? Among the measures that consider the four teachers interviewed are most effective for students with ADHD because they provide an equal education? Those questions are addressed to specifically learn about how they proceed in their activities. The interview responses, I have compiled and compared with literature highlighting subject. Results the study shows that there are many similarities in the teachers' treatment of children with ADHD. A similarity which consists of teachers have a common approach, a clear structure with clear limits and procedures and that they clear up activities for children with ADHD. The teachers mentioned that it is important to adapt the environment to facilitate and help children with concentration problems. All four teachers interviewed believe they have a good training for dealing with concentration difficulties, but that they need continuous training. Data used in this study is qualitative. The selection of teachers has been through recommendations and personal knowledge

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Davies, Robert. „Identifying a weakness in the UK education system of supporting children with complex social, emotional and behavioural difficulties/ADHD : is government policy preventing effective inclusion for some pupils?“ Thesis, University of Greenwich, 2010. http://gala.gre.ac.uk/6600/.

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A short attention span, impulsivity, distractibility, and hyperactivity are characteristics that are commonly found in young children and sometimes in adults. These difficulties also meet the American Psychiatric Association diagnostic criteria for attention deficit hyperactivity disorder (ADHD). The British Psychological Society has adopted the term ‘bio-psycho-social’ to reflect the complex and multi-dimensional nature of ADHD. In young people, these symptoms interfere with learning, interpersonal relationships and self-esteem and can lead to social and educational exclusion. The use of drugs in the treatment of ADHD remains controversial and according to the 2005 prescription cost analysis (Cohen, 2006), Ritalin use has risen by 7600 per cent. Unfortunately, since the move away from the medical model following the 1978 Warnock Report on supporting children with special needs, a mindset has been created amongst teachers regarding the identification and assessment of children with certain types of complex needs as being outside of their expertise and this has resulted in teachers placing an over-reliance on external support services and specialists. This thesis proposes an enhancement to the existing over-complicated and bureaucratic system of identification and support for behavioural, social and emotional difficulties (BESD)/ADHD that develops the expertise and the role of the SENCO and thus streamlines identification of individual need and enhances educational support for ADHD sufferers. This research thesis used a case study approach with an interpretive dimension to enable the researcher to enter the working world of doctors and other medical professionals, teachers and classroom support assistants, and children as the ultimate subjects of this enquiry. The purpose of the study was to extend my knowledge of a complex childhood phenomenon and to examine the systems put in place in schools and support services that identify certain SEN and disorders that affect learning. An analysis of the role of teachers and school special needs coordinators was explored along with government policy on inclusion practices. The role of professionals from medicine and education in LEA support services was also examined and reported. A total of eighteen questionnaires were used to target key personnel in LEA support services. This was followed up with interviews at support services and in schools. A total of six medical professionals and a further nine educational professionals were interviewed. Three classroom observations were also conducted at a London comprehensive school. Analysis of the resulting data led to the identification of a series of Figures and a flowchart depicting the ‘story’ of this difficult process, with a proposed enhancement for earlier BSED/ADHD identification and support, and a range of recommendations. Although this was a small-scale research study, the literature and the comments from professionals cited from the national expert SENCO Forum indicate that my findings reflect a much wider picture locally and nationally.

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Kny, Lenka. „Problematika vzdělávání žáků s poruchami pozornosti očima jejich pedagogů“. Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-446297.

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Problems of education of pupils with Attention Deficit Disorder from the view of their teachers Lenka Kny Primary school education is influenced by many factors, such as the composition of the team at school, the inclusion of pupils with special educational needs, the presence of a teaching assistent The diploma thesis focuses on the education of students with Attention Deficit Disorder. Diagnoses of ADHD (Hyperactivity) and ADD are presented mainly in terms of manifestations that affect the course of lessons. The issue of education pupils with Attention Deficit Disorder is approached from the point of view of teachers who have expressed how they perceive work with ADHD and ADD. The factors that influence the teaching of these pupils were also summarized and the teachers named support that could, according to them, make the whole teaching proces more efficient. Four case studies presented specific examples of the education of two pupils with ADHD and two with ADD and associated problems who are often educated with the support of a teaching assistant.Teachers, using the example of these pupils, summarized their findings, which can be applied in a wider range of education of pupils with Attention Deficit Disorder. The presence of selected pupils in teaching has slowed down the pace of education, it...

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Dvořáková, Michaela. „Možnosti a meze práce s motivací u žáků se syndromem ADHD a ADD na prvním stupni ZŠ“. Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-340166.

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The thesis titled Possibilities and limits of work with motivation of pupils with ADHD and ADD syndrome at first degree of primary school specializes in finding effective motivation of these pupils. In the theoretical part of the thesis will be defined notions of motivation, ADHD and ADD, teaching methods, organizational forms, evaluating the relationship between teacher and pupil. It will also be a sub-analysis of individual concepts and relationships between them. Processed theoretical background will be taken into account in the practical part. The practical part will pick out the most effective way of motivating pupils with ADD and ADHD syndrome integrated in the regular classroom at primary school. The research methods will be used direct and participant observation, case study, analysis of pupils' projects. Key words: motivation, ADHD, ADD, teaching methods, organizational forms, assessment, teacher-pupil relationship

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Pohlová, Aneta. „Žák s ADHD s problematickým chováním z pohledu učitele“. Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-375589.

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The diploma thesis deals with experiences of the teacher to pupils who were diagnosed with ADHD syndrome (attention deficit hyperactivity disorder). The aim of this thesis was to find out what teachers see as the main issue while they work with children and what factors influence the relationshiop between teacher and pupil. The first part of the thesis describes the behaviour of child with ADHD in the school enviroment, relationships between teacher and pupil, school and family, and emotional experiences of pedagogues. Theoretical part is based on previous researches. The empirical part deals with qualitative research which is trying to find out what perspective educators have on ADHD issue and on problematic behaviour of children. The outcomes show, that teachers are focused on getting information from family enviroment. These information help them to better understand the pupil with ADHD. The most common problem faced by teachers is non- functional communication, parent's lack of cooperation, the predominance of negative emotions experienced by teachers and constant necessity to find new methods which could help the pupil with ADHD in educational proces. Keywords The pupil, problematic behavior, school, education, teacher's perspective, Attention Deficit Hyperactivity Disorder

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DAŇKOVÁ, Martina. „Pedagogický přístup k dítěti s ADHD - reflexe vlastní zkušenosti“. Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-381454.

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In this Master Thesis, I inquire into pedagogical approach towards a child with ADHD syndrome. I focus on one specific child that I previously worked with. I consider this personal experience as valuable and uncommon. That is reason I would like to express the gravity of pedagogical approach towards an ADHD child. The research problem originates from my own practice and a direct confrontation with the child. In the theoretical part, I deal with the problematics of ADHD syndrome. I focus on the causes of development and effects of the syndrome on the life of the child. I also focus on establishing a diagnosis of ADHD, and on its treatment. I dedicate one chapter on rearing and methods of rearing according to Zdenek Matejcka, a child psychologist. I describe inclusive education in relation to ADHD pupils, based on the current state of Czech school system. The practical part is dedicated to the research of my work. I specify my research design and method. I apply methods of observation, interviews, and describe their results. Moreover, I deal with the results of interviews with pedagogical assistants and with pedagogues that worked or still work with the ADHD pupil. Results of the observations and other methods of data collection that I name in the methodology part form a basis of the research problem of this work.

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Horová, Edita. „Diferenciace a individualizace výuky nadaných žáků s ADHD na 1. stupni ZŠ“. Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-387195.

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This master thesis aims to introduce and describe effective strategies and teaching methods that teachers of gifted pupils with ADHD use and during which the different educational needs of these learners are taken into consideration. This thesis also presents how faculty primary school teachers apply these strategies and teaching methods in integrated and segregated forms of education focused on gifted pupils with ADHD. The theoretical part of this thesis summarizes findings about the issues of differentiation, individualization, talent and teaching strategies of gifted pupils. It also deals with a specific group of gifted pupils with ADHD which are classified as twice-exceptional learners. Therefore, there are also described the recommended strategies for the education of pupils with ADHD. Based on the study of Czech and foreign literature, this thesis delimits strategies and teaching methods which are suitable for gifted pupils with ADHD. The practical part of the thesis is a qualitative research done by analysing the observed lessons in classes with gifted pupils with ADHD, and subsequent in-depth interviews with the teachers of these pupils who teach in an integrated and segregated forms of teaching. This thesis tries to find out what strategies and teaching methods these teachers choose during...

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Bücher zum Thema "Pupil with ADHD"

Kewley, Geoff D. 100 ideas for supporting pupils with ADHD. New York, NY: Continuum International Pub., 2008.

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Buchteile zum Thema "Pupil with ADHD"

Cotterill, Trevor. „Attention disorders (ADD and ADHD)“. In Principles and Practices of Working with Pupils with Special Educational Needs and Disability, 152–69. Routledge, 2019. http://dx.doi.org/10.4324/9780203703830-10.

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Guazzaroni, Giuliana. „Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) Children“. In Advances in Psychology, Mental Health, and Behavioral Studies, 176–98. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7168-1.ch011.

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Autism spectrum disorder (ASD) is a serious neurological disorder. Using virtual reality (VR), researchers are exploring alternative solutions to treat ASD. Recent experiences show that VR can be a motivating platform to safely practice social and communication skills for children with ASD. It is also seen as an effective method to build empathy and help improve the general understanding of the condition. This study will focus on using and experimenting different 360-degree immersive learning environments for ASD and attention-deficit/hyperactivity disorder (ADHD) pupils and their schoolmates. The chapter will report on a few ASD students who use VR facilities to communicate, learn, improve self-awareness, autobiographical memory, and reduce school pressure, and a few ADHD students who enjoy a VR environment to improve concentration and self-esteem. Both the ASD students and the ADHD ones decided, during the trial, to become VR creators building their own content, with the help of a facilitator.

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Harris, Richard, und Ron Johnston. „Does School Choice Add to Residential Ethnic Segregation?“ In Ethnic Segregation Between Schools, 113–50. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529204780.003.0005.

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The English systems of school choice and allocation may result in greater ethnic segregation between schools than between neighbourhoods. This chapter looks at that proposition and asks to what extent school levels of ethnic segregation reflect neighbourhood ethnic composition, where do they not, and for which types of school are the differences greatest? It makes a simple comparison of the segregation between schools and between neighbourhoods then, acknowledging the limitations of that comparison, employs a more sophisticated analysis to compare the diversity of schools’ intakes with what they would look like under a hypothetical system without choice. In the majority of cases, intakes into schools reflect the neighbourhoods that surround them and are not dissimilar to what would be expected under a neighbourhood-based system of pupil allocation. There is little evidence that the current system of school choice raises ethnic segregation substantially.

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Krause, Lara. „How does a daily run affect the concentration, attention and behaviour of children, especially those with ADHD and/or behavioural difficulties?“ In Effective Interventions and Strategies for Pupils with SEND, 64–73. Routledge, 2019. http://dx.doi.org/10.4324/9780429243318-7.

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Hejduk, Julia Dyson. „Ovid“. In The God of Rome, 212–90. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190607739.003.0006.

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In the beginning, Ovid’s depiction of Jupiter accords with the usual elegiac fare. There is a certain amount of rivalry, as Ovid fears Jupiter might steal his girl; some flippant one-upmanship, as Ovid drops Jupiter-cum-thunderbolt when his girlfriend locks her door; copious irony, as the praeceptor Amoris instructs his pupils to imitate Jupiter in perjuring themselves. Ovid particularly enjoys “correcting” his predecessor Propertius on certain points of Jovian theology. The great works written close to the time of Ovid’s exile add a bitter edge to this playfulness, revisiting elegiac scenarios with a dramatic shift in focalization. Jupiter’s rapes and the suffering they cause are a leitmotif of Ovid’s epic Metamorphoses. In the Fasti, Jupiter is subjected to complex manipulation, instructed, diminished, and reframed according to the poet’s wish-fulfilling fantasies. As Augustus transformed the Roman experience of time by modifying the calendar, so Ovid seizes control of the discourse by shaping the calendar to his own poetic ends. When the thunderbolt strikes, banishing him to the Black Sea, Ovid creates a Jovian/Augustan mythology all his own. Like the Metamorphoses and Fasti, the Tristia and Epistulae ex Ponto show two possibilities for Jupiter, yet the Tristia’s impression of the cruelly wrathful Thunderer predominates over the Ex Ponto’s possibility of revivifying rain. Most importantly, by figuring himself as the heroes and—especially—heroines persecuted by the autocratic ruler of the Olympian pantheon, Ovid defines his poetry and his very self as a work of artistically fruitful, politically hopeless opposition to the new “Jupiter.”

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„• All pupils will add two levels to their performance between Key Stage 3 at 14 and Key Stage 4 at age 16. • Targets for numbers or proportions achieving levels (say, Level 3, or graded levels within Level 2 in reading) at end of Key Stage 1, or average scores at end of Key Stage 1, in reading, writing, mathematics. • Targets for numbers or proportions achieving levels (say, Level 5) at end of Key Stage 2, or average scores at end of Key Stage 2, in English, mathematics and science. • Targets for numbers or proportions achieving levels at end of Key Stage 3, or average scores at end of Key Stage 3, in English, mathematics and science. • The proportion of pupils achieving at least GCSE grade C in English, mathematics and science. • The proportion of pupils achieving at least GCSE grade G in English, mathematics and science, individually and collectively. • The proportion of boys achieving the above levels at the four Key Stages. • The proportion of girls achieving the above levels at the four Key Stages. • The proportion of pupils of minority ethnic origin, or with English as a second language, achieving the above levels at the four Key Stages. • The proportion of pupils from different neighbourhoods within the school catchment area achieving the above levels at the four Key Stages. • The difference between the achievements of different groups of pupils within the school — by gender, ethnic origin, social class, residence, and other relevant categories. • The proportion of positive responses to a pupil satisfaction survey. • The equal application of rewards and sanctions across years, classes and subject areas. • The ratio of rewards given to sanctions applied (say, 3:1). • The average progress made by pupils will be equivalent to half a NC Level each year. No student will progress at less than half a level each x months.“ In Targets for Tomorrow's Schools, 66. Routledge, 2002. http://dx.doi.org/10.4324/9780203025277-16.

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„other researchers we found that the questions asked tended to be pre-dominantly factual or require only simple deductions or descriptions. This not a criticism of teachers, least of all of the teachers in our sample, so much as a comment on existing curricula. Factual questions and simple descriptions are the main ingredient of the school curricu-lum. Even in enquiry-based approaches, factual and simple thought questions should not be neglected. But changes in the curriculum and in training in questioning are necessary if teachers are expected to use more thought, empathic and open questions. There appear to be some differences in types of questions asked across the curriculum and across classes of differing abilities. High-and low-ability groups seem to receive more thought questions than middle or mixed-ability groups. The examples of questions provided to quick learners contained more thought questions than the questions provided to slower pupils. This may be because some of the teachers were thinking of quicker and slower pupils in the same class. Motivation of slower pupils was an overriding concern of this sample of teachers. The most common errors of student teachers were, according to this group of teachers, the structuring of questions and handling pupils' answers. The advice given on these matters was essentially to plan and think before you question. To this we would add specific training in using questions and handling pupils' answers. We have ourselves deve-loped a 3-hour workshop on questioning which is designed to help student teachers improve their questioning and responding to pupil answers. the study of sequences of questions we have identified tentative“. In Classroom Teaching Skills, 127–29. Routledge, 2006. http://dx.doi.org/10.4324/9780203135983-53.

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„Lifetime Targets: • 50 per cent of the workforce to be qualified to NVQ Level 3, Advanced GNVQ or two GCE A level standard (currently about 42 per cent). • 28 per cent of the workforce to have a vocational, professional, management or academic qualification at NVQ Level 4 or above (currently about 25 per cent). • 70 per cent of all organizations employing 200+, and 45 per cent of those employing 50+, to be recognized as Investors in People (though only 22 per cent and 10 per cent respectively, this is expected to be met on current commitments). (Sources: DfEE, QCA and Ofsted, 1997; NACETT, 1998) For the year 2002: • At the end of Key Stage 2, 80 per cent of 11-year-olds will achieve Level 4 or above in English. • At the end of Key Stage 2, 75 per cent of 11-year-olds will achieve Level 4 or above in mathematics. (These targets have been extrapolated for individual LEAs) Mandatory School Targets: • At the end of Key Stage 2, the percentage of pupils attaining Level 4 or above in English will be . . . • At the end of Key Stage 2, the percentage of pupils attaining Level 4 or above in mathematics will be . . . • At the end of Key Stage 4, the percentage of pupils attaining five or more GCSEs or equivalent at grades A–C will be . . . • At the end of Key Stage 4, the percentage of pupils attaining 1 or more GCSEs or equivalent at grades A–G will be . . . • At the end of Key Stage 4, the average GCSE or equivalent points score per pupil will be . . . (Targets will have to be set each autumn term, starting in 1998, and relating to those pupils taking National Curriculum tests or GCSE examinations or equivalent towards the end of the following school year i.e. five terms later) (Source: DfEE, 1998b) Additional School Targets: • All pupils will add two levels to their performance between Key Stage 2 at 11 and Key Stage 3 at age 14.“ In Targets for Tomorrow's Schools, 65. Routledge, 2002. http://dx.doi.org/10.4324/9780203025277-15.

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Konferenzberichte zum Thema "Pupil with ADHD"

Jedličková, Petra, und Anna Klimentová. „DEVELOPMENT OF ATTENTION AND EXECUTIVE FUNCTIONS IN PUPILS WITH ADHD“. In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0487.

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Trubitsyn, Pavel Gennadievich. „PSYCHOLOGICAL AND PEDAGOGICAL RECOMMENDATIONS FOR TEACHERS WORKING WITH PUPILS WITH ADHD“. In Безопасность человека в экстремальных климато-экологических и социальных условиях. Частное учреждение дополнительного профессионального образования "Сибирский институт практической психологии, педагогики и социальной работы", 2020. http://dx.doi.org/10.38163/978-5-6043858-6-9_2020_118.

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Dubayova, Tatiana, Erika Chovanova und Maria Majherova. „MOTIVATION TO LEARN, ATTITUDE TOWARDS SCHOOL, AND STRESS COPING STRATEGIES AMONG PUPILS WITH ADHD AND PUPILS FROM STANDARD POPULATION“. In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0834.

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Dubayova, Tatiana, und Erika Chovanova. „MENTAL HEALTH OF PUPILS WITH ADHD IN THE SLOVAK REPUBLIC – A PILOT STUDY“. In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0575.

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Al-Khamisy, Danuta. „COMPETENCE OF EARLY CHILDHOOD EDUCATION TEACHERS OF ADHD PUPILS IN CLIMATES OF INTEGRATIVE AND INCLUSIVE EDUCATION“. In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0404.

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