温哥华留学作业assignment:教育者对教学多动症儿童的看法 [2]
论文作者:英语论文论文属性:作业 Assignment登出时间:2014-11-07编辑:zcm84984点击率:14510
论文字数:7618论文编号:org201411062244395880语种:英语 English地区:加拿大价格:免费论文
关键词:教育者教学多动症teaching childrenadhd
摘要:本文是一篇旨在分析教育者对教学多动症儿童的看法的留学生论文,描写文献综述是一种展示作者对一个特定的研究领域研究的方法,包括这个领域的词汇、理论、关键变量以及它的方法和历史。
eved to display these characteristics early; to a degree that
is inappropriate for their age or developmental level; and across a variety of
situations that tax their capacity to pay attention, inhibit their impulses,
and restrain their movement. Children’s academic success is often dependent on
their ability to attend tasks and meet teacher’s and classroom’s expectations
with minimal distraction. Such skills enable pupils to acquire the necessary
information, complete homework and to take part in classroom activities and
discussions (Forness & Kavale, 2001).
Inattentiveness
Inattentiveness
refers to an individual’s inability to keep focus on a task (NIMH,
2008).
Children with ADHD can lose their attention very easily or can be distracted
very easily by an external factor and may have difficulty focusing and
finishing homework (Cooper and O’Regan, 2001). The more boring, uninteresting
or repetitive a task is, the more difficulties are encountered by the pupils.
Children appear not to listen when talked to and may have difficulties in
paying attention to details. Also, in situations that require the child to
sustain attention to dull, boring, repetitive tasks (Luk, 1985; Zentall, 1985)
such as independent schoolwork, homework, or chose performance, they have
difficulties with sustaining attention. They can get bored easily especially
while doing repetitive tasks (Southall, 2007; NIMH, 2008). Parents and teachers
often report that ADHD children find it difficult to pay attention to a
particular task or to concentrate on the rules of a game. According to DuPaul
(1994), parents and teachers often describe attention problems with phrases
such as “not seem to hear”, “daydreaming”, “easily distracted”, ‘‘cannot
concentrate’’ and “lose stuff”.
Impulsivity,
the inability to control behaviour
Children
with ADHD also have inability to control their behaviour, which is mainly known
as impulsivity (Hinshaw, 1994). They have difficulties in weighing the
consequences of their actions before acting and do not reasonable consider the
consequences of their past behaviour. Furthermore, they face difficulties
following rule-governed behaviour (Barkley, 1981a). As Goldstein and Goldstein
(1992) and Barkley (1981a) have described, children with ADHD have difficulty
following rules. They often understand and know the rules, but their need to
act quickly overwhelms their limited ability for self-control. This results in
inappropriate behaviour. These children react incredibly quickly to situations,
without being concentrated, or even without listening to the instructions and that
is why they make impetuous errors. A particular problem for children with ADHD
is that they do not wait for their turn when playing a game. As for school
work, where their participation is requested, they select the tasks that
require less labour and for which the rewards are immediate, ignoring those
tasks which require greater effort (Goldstein and Goldstein 1992). Children
with ADHD usually speak loudly and interrupt the conversations of their
classmates or even their teachers’- for example, the teacher speaks and the
child interrupts her/him during the lesson because she/he wants to ask the
teacher “what time is it?” (Hinshaw, 1994).
Hyperactivity
Hyperacti
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