Department of Education and Psychology, University of Florence, Via di San Salvi 12, Complesso di San Salvi Padiglione 26, 50135 Florence, Italy.
Res Dev Disabil. 2018 Dec;83:142-152. doi: 10.1016/j.ridd.2018.08.005. Epub 2018 Sep 8.
Children with ADHD (Attention Deficit Hyperactivity Disorder) experience difficulty in managing attention in school, but it is not sufficiently clear what their attentional beliefs are. Drawing is a means of expression that is habitually used to access knowledge or ideas of children regarding their classroom experience. The aim of this study is to verify whether children with ADHD use pictorial indicators analogous to children without ADHD (N-ADHD). 92 primary school students participated in this study, half of whom diagnosed with ADHD. Children were asked to produce two specific thematic drawings on attention vs. inattention; their pictorial representations were analyzed using the Children's Awareness of Attention through Drawing (CAAD). The analysis showed principally that children with ADHD have a metacognitive awareness of attention similar to N-ADHD except for a delay in acquisition of the correct posture, for less maturation in the management of school materials and greater expression of negative feelings over time. Children with ADHD are aware of what is required in the school context but they are not able to pursue it. Behavioral intervention and structured learning are two targets of intervention that can help children with ADHD to adapt and to stay at school.
患有注意力缺陷多动障碍（ADHD）的儿童在学校管理注意力方面存在困难，但他们的注意力信念是什么尚不清楚。绘画是一种表达手段，通常用于获取儿童对课堂体验的知识或想法。本研究旨在验证 ADHD 儿童是否使用类似于无 ADHD（N-ADHD）儿童的绘画指标。92 名小学生参与了这项研究，其中一半被诊断为 ADHD。要求儿童画两张关于注意力和不注意力的特定主题画；使用儿童注意力绘图意识测验（CAAD）分析他们的绘画表现。分析表明，除了在正确姿势的获取上存在延迟、在学校材料的管理上不够成熟以及随着时间的推移表达更多的负面情绪之外，ADHD 儿童对注意力的元认知意识与 N-ADHD 儿童相似。ADHD 儿童意识到在学校环境中需要什么，但他们无法追求它。行为干预和结构化学习是两种可以帮助 ADHD 儿童适应和留在学校的干预目标。
