Using the Positive Verbal Guiding and the Increasing of Times of Performances in the Classroom to Improve the ADHD Children's Disturbing Behavior in the Elementary School

• Main Authors: Mei-Lin Chang, 張美齡
• Other Authors: Lung-Yeh Sung
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/b3uyf3

碩士 === 中原大學 === 教育研究所 === 92 === Using the Positive Verbal Guiding and the Increasing of Times of Performances in the Classroom to Improve the ADHD Children’s Disturbing Behavior in the Elementary School Abstract There is possiblity that ADHD children study in general classrooms nowadays. However, they often exhibit disturbing behavior which is not good for them and their classmates’ learning in the classroom. To realize the affect of using the positive verbal guiding and the increasing of times of performances on ADHD children’s disturbing behavior in the classroom, I started this research. The participant is a second grade boy. The purpose of this study is to realize the effect of using the positive verbal guiding and the increasing of times of performances in the classroom. By A-B-C-B-C-A design of single subject research, we can see whether the two methods used can decrease the participant’s disturbing behavior in the classroom or not. I studied the data collected from my daily record. Then I drew a figure and analyzed the trend, the level, the average, the ratio of overlap, and the stability of trend. The major finding are concluded as follows： 1. Using the positive verbal guiding and the increasing of times of performances in the classroom can decrease the participant’s disturbing behavior in the classroom. 2. The effectiveness of increasing of times of performances in the classroom is better than positive verbal guiding. 3. The effectiveness of intervention can be maintained.