理解和支持小学课堂中的注意缺陷多动障碍（ADHD）：ADHD 儿童及其教师的观点。
Understanding and Supporting Attention Deficit Hyperactivity Disorder (ADHD) in the Primary School Classroom: Perspectives of Children with ADHD and their Teachers.
机构信息
Centre for Clinical Brain Sciences, Child Life and Health, University of Edinburgh, Edinburgh, United Kingdom.
School of Psychology, University of Surrey, Guildford, United Kingdom.
出版信息
J Autism Dev Disord. 2023 Sep;53(9):3406-3421. doi: 10.1007/s10803-022-05639-3. Epub 2022 Jul 1.
Abstract
Children with Attention Deficit Hyperactivity Disorder (ADHD) are more at risk for academic underachievement compared to their typically developing peers. Understanding their greatest strengths and challenges at school, and how these can be supported, is vital in order to develop focused classroom interventions. Ten primary school pupils with ADHD (aged 6-11 years) and their teachers (N = 6) took part in semi-structured interviews that focused on (1) ADHD knowledge, (2) the child's strengths and challenges at school, and (3) strategies in place to support challenges. Thematic analysis was used to analyse the interview transcripts and three key themes were identified; classroom-general versus individual-specific strategies, heterogeneity of strategies, and the role of peers. Implications relating to educational practice and future research are discussed.
摘要
与正常发育的同龄人相比，患有注意缺陷多动障碍（ADHD）的儿童在学业成绩上更有可能落后。了解他们在学校的最大优势和挑战，以及如何支持这些优势和挑战，对于制定有针对性的课堂干预措施至关重要。十名患有 ADHD（年龄在 6-11 岁）的小学生及其教师（N=6）参加了半结构化访谈，重点关注（1）ADHD 知识，（2）孩子在学校的优势和挑战，以及（3）支持挑战的策略。使用主题分析对访谈记录进行了分析，确定了三个关键主题：课堂一般性策略与个体特殊性策略、策略的异质性以及同伴的作用。讨论了与教育实践和未来研究相关的影响。
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