Attention Deficit Hyperactivity Disorder Students Research Articles

Perilaku Peserta Didik Attention Deficit and Hyperactivity Disorder (ADHD) dalam Pembelajaran

Learning is an interaction process involving students, educators, and learning resources within a learning environment. However, today's elementary school students exhibit diverse behaviors, such as restlessness, difficulty in following instructions, and lack of focus, which can indicate emotional and behavioral disorders like Attention Deficit Hyperactivity Disorder (ADHD). Understanding ADHD symptoms and contributing factors is crucial for educators to minimize associated problems and provide appropriate interventions. This paper aims to describe the behaviors of students with ADHD in learning contexts. Utilizing a literature study method, data were sourced from relevant books and journals. The findings reveal that students with ADHD display inattentive behavior (difficulty paying attention), hyperactive behavior (inability to stay still), and impulsive behavior (acting without thinking). These behaviors significantly impact the learning process, underscoring the need for tailored educational strategies to support ADHD students.

Advancing ADHD education: autonomy, technology, and inclusive strategies

This paper explores the integration of autonomy-supportive practices and technological interventions in primary education for students with Attention-Deficit/Hyperactivity Disorder (ADHD). It underscores the significance of creating educational environments that promote autonomy, leveraging cutting-edge technology to tailor learning experiences to the unique needs of ADHD students. Through a systematic literature review, the study highlights the importance of parental involvement and interdisciplinary approaches in enhancing academic achievement, social integration, and emotional well-being of ADHD students. It presents a collaborative framework that combines autonomy, technology, and inclusive strategies, advocating for policy support, community engagement, and digital equity. The findings suggest that a holistic, adaptive educational model is essential for addressing the multifaceted challenges ADHD students face, offering insights for future research and practice.

Online blended teaching mode based on educational psychology on ADHD students

BackgroundThe online blended teaching mode combines the advantages of online and offline teaching, providing more flexible and diverse teaching methods for modern education. However, the impact of this teaching model on students with Attention Deficit Hyperactivity Disorder (ADHD) has not been thoroughly studied. The experiment analyzes the effects of online blended teaching mode in vocational colleges based on educational psychology on ADHD students.Subjects and Methods The experiment selected 500 vocational college students, including 100 students diagnosed with ADHD. Through a semester-long online blended learning experiment, combined with questionnaire surveys, academic performance analysis, and in-depth interviews, we aim to gain a deeper understanding of the impact of this teaching model on ADHD students. The Cornell Parent Rating Scale was used to assess the student’s status, and SPSS24.0 was used to process the data.ResultsResearch shows that the online blended learning mode can enhance the learning motivation of ADHD students, with 70% of ADHD students indicating that they are more likely to concentrate. However, excessive online teaching time may make this group of students more easily distracted. Academic performance analysis shows that a reasonable blended teaching ratio can effectively improve the academic performance of ADHD students.ConclusionsThe online blended teaching model based on educational psychology in vocational colleges positively impacts ADHD students. Still, it also needs to be adjusted and optimized according to the characteristics of these students to achieve educational fairness and improve educational effectiveness.

Knowledge of and attitude toward attention-deficit/ hyperactivity disorder (ADHD) assessed among primary schoolteachers of Makkah City in Saudi Arabia

ABSTRACT Background: One of the most prevalent pediatric medical conditions is attention-deficit/hyperactivity disorder (ADHD). It is characterized by symptoms of hyperactivity, impulsivity, and/or inattention. The first people to notice a child’s ADHD symptoms are typically their teachers, who may then offer data that are typically helpful in its diagnosis. The purpose of this study was to assess teachers’ knowledge of ADHD, its causes and etiology, as well as the key demographic factors that influence said knowledge. Method: The study was conducted among schoolteachers of primary schools located in different regions of Makkah City, Kingdom of Saudi Arabia. We used a stratified random sampling technique to collect our sample, with the inclusion criteria being teachers who were working in a primary school and who were directly involved in teaching students. Data analysis was performed using the IBM SPSS Statistics software version 21. Results: We received 335 responses to our questionnaire. The age of the participants ranged from 18 to 59 years, with the mean age being 40.2 ± 13.8 years. About 66.9% of teachers were women. Most of the teachers in this sample had a bachelor’s degree (73.4%), and only 21.8% had diplomas. Regarding the years of teaching experience, 34.6% had teaching experience exceeding 20 years, whereas 20.6% had less than five years of teaching experience. Regarding general knowledge of the teachers, (5.4%) of the teachers had a good level of knowledge. Only 63.6% of teachers were aware that ADHD students frequently struggled with task and activity organization, and only 7.5% of teachers had good knowledge of ADHD treatment, compared to 40.9% who had a good awareness of symptoms and diagnosis. Only the teachers’ education level was significantly associated with their knowledge level of ADHD: 25% of teachers with a postgraduate degree had an overall good level of knowledge versus 2.7% of those with a diploma (P = 0.006) Conclusion: The findings of this study lead to the conclusion that elementary school instructors have an inadequate understanding of ADHD. Some teachers misunderstand the signs and general facts associated with ADHD, thereby indicating the need for further training in this area.

A systematic review of actions aimed at university students with ADHD.

University students with Attention Deficit Hyperactivity Disorder (ADHD) need to have a range of actions at their disposal that are tailored to their needs. The aim of this study is to analyse the actions of support for university students with ADHD by means of a systematic review of ERIC, WOS, and Scopus from 2017 to 2022, following the PICOC and PRISMA guidelines. A sample of 24 studies are analysed through the MAXQDA 2022 software. The results show two types of studies, on the one hand, supporting actions offered directly by universities to their students and, on the other, intervention programs from which university students have benefit but outside the university settings. Concerning the first type, universities mainly offer accommodations linked to exams, tutoring and online courses adapted to ADHD students. About the second type, programmes focused on cognitive-behavioural therapy, coaching and mindfulness have proven to be useful with ADHD university students. In this sense, further research is needed to analyze the viability of including these intervention programs for ADHD students at universities.

ADHD Symptoms Increase Perception of Classroom Entropy and Impact Teacher Stress Levels.

Attention deficit hyperactivity disorder (ADHD) is a common neuropsychiatric disorder among school-age children, characterized by persistent behavioral patterns of inattention and/or hyperactivity/impulsivity. These behaviors can create stress for teachers and negatively affect teacher-student interactions. This study hypothesized that a high frequency of ADHD students in the classroom can increase internal and external entropy, ultimately resulting in a negative stress impact on teachers. The physical concept of entropy, which measures the degree of disorder in a system, was used to better understand this relationship. The study evaluated 177 primary school teachers in their response to interacting with students with ADHD, using the Measurement of Psychological Stress (MPS) to evaluate subjective stress levels and the QUEIs and QUEIp questionnaires to measure structural and personal entropy. Path analysis was applied to identify the factors associated with the total score of MPS. The hypothesis was confirmed, as the frequency of ADHD students had a negative impact on teachers' entropy levels and personal entropy was found to significantly increase stress levels. The study highlights the negative impact of ADHD symptoms on stress levels and personal entropy of teachers when interacting with students with ADHD. These findings suggest the need for interventions aimed at balancing the frequency of students with ADHD and promoting positive training on stress reduction for teacher-student interactions.

Students effectiveness of abiding by the rules of board games

<p>本研究旨在探討以桌上遊戲作為媒介，融入國小ADHD學生社會技巧之課程介入後，是否能提升其遵守桌上遊戲規則。研究方法採單一個案研究法之跨受試者多探試設計，分為基線期、介入期及維持期三階段；研究對象為三位國小ADHD學生，自變項為社會技巧教學，依變項為遵守桌上遊戲規則之表現。利用目視分析及圖示法進行資料的分析。研究結果如下：一、社會技巧教學對提升國小ADHD學生遵守桌上遊戲規則具有立即成效。二、社會技巧教學對國小ADHD學生遵守桌上遊戲規則具有維持成效。根據以上結果，提出幾點建議，供實務教學及未來研究之參考。</p> <p> </p><p>The purpose of this study was to explore whether the use of tabletop games as a medium can improve the social skills of elementary school ADHD students after the intervention of the curriculum of social skills. The research method adopted a multiple baseline design across subjects with a single case study method. Participants were 3 elementary students with attention deficit hyperactivity disorder (ADHD). The data were analyzed by visual analysis and graphical method. The results of the study were as follows: 1. board games could instantly improve the social skills of elementary school ADHD students’ performance in complying with the rules of the game. 2. board games were effective in maintaining the social skills of elementary school ADHD students in complying with the rules of the game. Based on the above results, some suggestions were put forward for reference in practical teaching and future research.</p> <p> </p>

Increasing Concentration of Attention Deficit Hyperactivity Disorder (ADHD) Students Through Gamification Learning Media in Indonesian Inclusion Elementary School

This study aims to determine the patterns of increasing concentration of Special Needs students in Indonesian Elementary Schools. Since these students often have difficulty understanding the educational process, gamification is considered an alternative to improve their learning outcomes and concentration in Elementary School. In this study, a descriptive-qualitative approach was implemented to describe the techniques used by the teacher to improve students’ learning concentration in the classroom. A total of 13 participants, consisting of 4 Elementary School teachers, 4 Special Needs students, 4 parents, and 1 inclusion institution principal, were observed and interviewed. Furthermore, data collection techniques included in-depth interviews, Focus Group Discussion (FGD), and classroom observation. The results showed that there was an increase in the concentration of ADHD students after using gamification media in the learning process. The parents of these students provided adequate support, and the principal’s policy recommended strengthening parental relationships and using gamification media. These results are expected to be useful for teachers and study experts interested in conducting various analyses on ADHD students.

School functioning and experience of the school environment by students with ADHD

ABSTRACT An increasing number of recent studies in the field of special needs education have recognised the importance of factors supporting school preparation and inclusion of students with attention-deficit/hyperactivity disorder (ADHD). Recent studies have also highlighted the need for further detailed investigation of the lived school experience in clinical samples of ADHD students. Therefore, the goal of this qualitative study was to explore the factors that ADHD students perceived as supportive for their school functioning. The sample consisted of 20 students with ADHD from the Czech Republic, aged 12 to 14 years. Thematic analysis of the interviews with ADHD students revealed the following supportive factors for effective functioning and inclusion of ADHD students at school: parenting style respecting the special needs of ADHD students, close friendship of ADHD students with their peers, openness and warmth of the teachers, practical teachers’ and parents’ interventions tailored to the strengths of ADHD students and ADHD students’ own effort to manage ADHD manifestations at school. Based on these findings, several practical recommendations and implications are formulated.

Differences in Parents and Teachers' Perceptions of Behavior Manifested by Gifted Children with ADHD Compared to Gifted Children without ADHD and Non-Gifted Children with ADHD Using the Conners 3 Scale.

The potential for the misdiagnosis of giftedness as attention deficit/hyperactivity disorder (ADHD) has been well documented, as has the clinical diagnostic profile of individuals with both giftedness and ADHD. This study aimed to examine parents' and teachers' responses to the Conners 3 behavioral rating scale of gifted students with ADHD compared to gifted students without ADHD and non-gifted students with ADHD. Ninety-two children aged 6 to 16 years were included in the study. On the basis of clinical assessments utilizing the K-SADS, the WISC-V, and other neurocognitive tests, the students were split into three groups: gifted/ADHD (n = 35), ADHD (n = 35), and gifted (n = 22). The results revealed that mothers', fathers', and teachers' responses to the Conners 3 rating scale distinguished well between the gifted group and the other two groups, but not between the gifted/ADHD and ADHD groups. The learning difficulties observed by teachers was the most significant element that distinguished gifted/ADHD students from non-gifted ADHD students. Other results indicated that mothers and fathers reported more inattention problems in their gifted/ADHD children than teachers. Additionally, mothers tended to observe more learning and executive function problems in their gifted/ADHD children than teachers did. These findings highlight the importance of multiple informants complementing each other in the assessment process for ADHD in a gifted context to counteract the masking effect between giftedness and ADHD.

Challenges Faced by Classroom Teachers in Distance Learning for Students with Attention Deficit Hyperactivity During COVID-19 Pandemic

Remote and virtual classrooms could negatively affect the academics of students, especially in case of a child suffering from attention deficit hyperactivity disorder (ADHD). The aim of the present study was to understand the obstacles and differences between the teachers regarding their use of teaching methods, tasks and assignments, tests and evaluation methods and communication between teacher and parents of students with ADHD, during distance learning in COVID-19 pandemic. Data were collected through a questionnaire which was reviewed by some experts in the field of this study from several KSA universities. The result showed that there were statistically significant differences among responses of classroom teachers regarding all the dimensions. Furthermore, there were statistically significant differences between participants in their opinion toward all dimensions according to their specialization and years of experience which was not in the case of age and academic qualifications of the participants. Thus, it was concluded that teachers were willing to co-operate with the students having ADHD during online classes, but they face difficulties in handling them as ADHD students lacks concentration and can be distracted easily.

Interactive Instructor for a Synergistic Student-Centered and Personalized Teaching: A Biosocial Approach

With or without pandemics, successful knowledge transfers and instilment of critical thinking in learners are strategic to teaching delivery. To revolutionize teaching practice and profession, the specific needs of every group of learners (such as gifted and talented, depressed, attention deficit hyperactivity disorder students, minority ethnic pupils, and low attaining) must be met. Therefore, a new paradigm that employs the right teaching styles for the right student at the right time should be adopted. A plethora of research has shown that enhanced understanding, retention, and critical thinking are better promoted in active learning strategies as compared to conventional passive learning. On the other hand, students’ critical thinking is most effectively enhanced by instructional approaches that incorporate constructivist, active-learning, and student-centered philosophies, in addition to other concepts like biosocial, psychological, psychosocial, emotional, motivational, and sociocultural perspectives. The execution of such a holistic perspective would inevitably require concerted efforts from all relevant key players and stakeholders.

Ambivalent bonds, positive and negative emotions, and expectations in teachers’ perceptions of relationship with their students with ADHD

ABSTRACT A growing body of research has been focusing recently on the life and well-being of students with attention-deficit/hyperactivity disorder (ADHD) and also on the well-being of their teachers. However, there is a need for in-depth, qualitative insights into ADHD issues from the teachers’ perspectives. Therefore, the main aim of this qualitative study was to use thematic analysis to explore how teachers perceive the relationship with students with ADHD and the factors that influence the quality of this relationship. Sixteen teachers working with adolescent ADHD students were interviewed for this purpose. The results indicate that the quality of the teacher-ADHD student relationship is associated with the ADHD students related behaviours, ambivalent emotions of the teacher, the teacher’s beliefs about ADHD and the beliefs about the determinants of the behaviour of the students with ADHD and the teacher’s approaches and methods of work in the classroom. Furthermore, the results suggest that increasing the quality of the teachers’ well-being is associated with knowledge of ADHD determinants, regulation of ambivalent emotions, empathy, teachers’ ability to perceive positive qualities and the potentials of the students with ADHD and their motivation to teach ADHD students.

Analysis of Students’ Learning Outcomes Attention Deficit Hyperactivity Disorder in Indonesian Learning at Elementary School in Samarinda City

This study aimed to determine the learning motivation of students with attention deficit hyperactivity disorder (ADHD) in Indonesian language learning for elementary schools. This research is descriptive qualitative using a purposive sampling technique with the subjects of students with attention deficit hyperactivity disorder (ADHD), class teachers, and parents. Data collection was performed through interviews and documentation to identify the learning motivation of students with attention deficit hyperactivity disorder (ADHD). The data were analyzed by data collection, data reduction, data presentation, and concluding. In testing the validity of the data, source triangulation was used. The results showed that students with attention deficit hyperactivity disorder (ADHD) had inattention, hyperactivity, and a combination-types accompanied by various symptoms showing the inability to focus attention. They looked different compared to other students of the same age. Those problems negatively influenced their cognitive, social, communication, and behavior development as well. In other words, the learning motivation of students with attention deficit hyperactivity disorder (ADHD) in Indonesian language learning was still relatively low. Parents and teachers should treat ADHD students with full affection and patience. Working together in educating and instilling good things is very significant to build motivation in learning the Indonesian language for elementary schools.

Social Preferences for Learning in Physical Education among Secondary Students with Attention Deficit/Hyperactivity Disorder (ADHD).

This study examined the effect of a 12-weeks curriculum-based PE (Physical Education) program on social preferences for learning in PE in Spanish secondary students with attention deficit/hyperactivity disorder (ADHD) and typical development (TD). The sample consisted of 13 students with ADHD (9 boys and 4 girls, aged 15 years) and 13 students (9 boys and 4 girls, aged 15 years) without attentional problems (TD). Before (pretest) and after (postest) the PE program, all participants completed the Graupera/Ruiz Scale of Social Interaction Preferences in PE Learning (GR-SIPPEL) which analyzes four learning preference dimensions: cooperation, competition, fellowship, and individualism. After the PE program, the ADHD students showed an increase in their cooperation, competition, and individualism scores. They did not show a significant increase in the fellowship dimension. A curriculum-based PE program could influence the social preferences for learning in PE by being an excellent way to promote their relationships with other classmates.

What influences do parents perceive as supportive of school well-being and the inclusion of children with ADHD?: A qualitative study

ABSTRACT A growing body of a literature recognises the importance of special educational needs (SEN) of adolescents with attention-deficit/hyperactivity disorder (ADHD). Therefore, there is a current need for more in-depth insights into the factors that may help meet the SEN, well-being, and educational inclusion of ADHD students. The aim of this qualitative study was to assess the factors that parents perceive as being helpful for the school well-being, adaptation, and inclusion of their ADHD adolescents. The sample comprised 20 parents, aged from 30 to 60 years old, of ADHD adolescents. From the viewpoint of the parents, the teachers’ knowledge of ADHD symptoms, the use of educational methods respecting the determination of ADHD, special school aids and equipment, and the help of various professionals and psychotherapy with social skills training were considered to be supportive for school well-being and the inclusion of ADHD adolescents. Practical implications emerging from the results of the present study involve training focused on the development of secure attachment of teachers, awareness-raising campaigns about ADHD, and activities supporting teacher-parent cooperation.

PROSES BERPIKIR SISWA BERKEBUTUHAN KHUSUS DALAM PEMECAHAN MASALAH MATEMATIKA MENGGUNAKAN ALAT PERAGA

This study aims to describe the thinking process of Attention Deficit Hyperactivity disorder (ADHD) students in solving mathematical problems using teaching aids. This research is a qualitative research that uses a descriptive research methodology. The subjects of this study were students at one of the Special Schools (SLB) in Cirebon City as many as 3 ADHD students who had received learning using visual aids. Then the subject selection technique used purposive sampling technique. The main instrument in this research is the researcher himself. Auxiliary instrument in this research is math problem in essay form. Data collection techniques using interview and test techniques. The data analysis techniques in this study consist of: (1) classifying the data, (2) presenting the data, and (3) concluding the data that has been obtained. The results showed that the thinking processes of ADHD students: (1) ADHD students can form understanding when answering questions about flat shapes; (2) ADHD students are not able to repeat the answers that have been obtained; (3) ADHD students are unable to use other strategies in solving given math problems; (4) ADHD students are not able to give reasons for the answers that have been obtained on the written answer sheet; and (5) ADHD students cannot give the correct conclusion on the answers that have been obtained.

PROSES BERPIKIR SISWA BERKEBUTUHAN KHUSUS DALAM PEMECAHAN MASALAH MATEMATIKA MENGGUNAKAN ALAT PERAGA

This study aims to describe the thinking process of Attention Deficit Hyperactivity disorder (ADHD) students in solving mathematical problems using teaching aids. This research is a qualitative research that uses a descriptive research methodology. The subjects of this study were students at one of the Special Schools (SLB) in Cirebon City as many as 3 ADHD students who had received learning using visual aids. Then the subject selection technique used purposive sampling technique. The main instrument in this research is the researcher himself. Auxiliary instrument in this research is math problem in essay form. Data collection techniques using interview and test techniques. The data analysis techniques in this study consist of: (1) classifying the data, (2) presenting the data, and (3) concluding the data that has been obtained. The results showed that the thinking processes of ADHD students: (1) ADHD students can form understanding when answering questions about flat shapes; (2) ADHD students are not able to repeat the answers that have been obtained; (3) ADHD students are unable to use other strategies in solving given math problems; (4) ADHD students are not able to give reasons for the answers that have been obtained on the written answer sheet; and (5) ADHD students cannot give the correct conclusion on the answers that have been obtained.

Effectiveness of Metacognitive Regulation Intervention on Attention-Deficit-Hyperactivity Disorder Students' Scientific Ability and Motivation.

This study investigated the effect of metacognitive regulation (McR) intervention on attention-deficit–hyperactivity disorder (ADHD) students’ astronomy knowledge acquisition and learning motivation. Through a cognitive-behavioural treatment design, this study selected 97 ADHD learners who had poor academic performance. This study divided ADHD students randomly into one experimental group and one control group. After 15 weeks of intervention, results showed that the experimental group students performed significantly better than the control group in scientific abilities, learning motivation, and metacognition. Results suggested that the McR intervention is an effective approach for improving the ADHD students’ science knowledge learning abilities.

Implementation of Total Physical Response in English Learning for Attention Deficit Hyperactivity Disorder Students

English becomes an international language to help people who have different mother tongue to communicate each other. Learning English is very important because it also helps to increase the quality of human resource. Each individual has right to learn English without exception. Students with Attention Deficit Hyperactivity Disorder also can learn English. This study aimed is to describe the process implementation of Total Physical Response method in teaching English and the response from students with Attention Deficit Hyperactivity Disorder. This study uses descriptive qualitative as research design with observation and interview. The participants in this study are five students who have Attention Deficit Hyperactivity Disorder in one of special need schools in Bali. The result of this study shows that implementing Total Physical Response method, students are easy to remember the new words in English and they also practice the word physically and verbally. Total Physical Response method makes students feeling comfortable and enjoy in teaching and learning process. They are also being motivated and active in the English class.