Houck Gail M, King Mary Catherine, Tomlinson Bill, Vrabel Ann, Wecks Kathleen
School of Nursing of the Oregon Health & Sciences University, Portland, USA.
J Sch Nurs. 2002 Aug;18(4):196-200. doi: 10.1177/10598405020180040701.
Children with attention disorders can experience adverse long-term effects on academic performance, vocational success, and socioemotional development. They experience some level of functional impairment that extends across settings, including the home and school. In combination with medication, group interventions with school-age children were found to be effective for enhancing social behavior. This article describes two practice improvement projects that provided group experiences for children with attention-deficit/hyperactivity disorder (ADHD) symptoms, including disruptive behavior. Four skill domains were addressed: communication, friendship, self-control, and social problem solving. One project provided activities for early school-age children with ADHD who were treated with medication only. Another provided a support group on self-management for freshman boys with ADHD who were also treated with medication only. In both projects, the disruptive behavior of the participants decreased by the end of the group sessions.
患有注意力障碍的儿童在学业成绩、职业成就和社会情感发展方面可能会经历长期的不良影响。他们会经历某种程度的功能损害，这种损害会延伸到包括家庭和学校在内的各种环境中。研究发现，对于学龄儿童而言，药物治疗与团体干预相结合，对于增强社交行为是有效的。本文介绍了两个实践改进项目，这些项目为患有注意力缺陷多动障碍（ADHD）症状（包括破坏性行为）的儿童提供了团体体验。涉及了四个技能领域：沟通、友谊、自我控制和社会问题解决。一个项目为仅接受药物治疗的患有ADHD的低龄学龄儿童提供活动。另一个项目为同样仅接受药物治疗的患有ADHD的高中新生男孩提供了一个自我管理支持小组。在这两个项目中，参与者的破坏性行为在小组课程结束时都有所减少。
