Peculiarities of socio-educational work with AD/HD children: results of diagnostic-experimental study
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Abstract
The article analyses attention deficit hiperactivity disorder (AD/HD) from the socio-educational viewpoint. It is pointed out that teachers, social workers very often meet children with AD/HD. It is states that there are no created and/or adapted research instruments allowing to identify AD/HD from socio-educational viewpoint and to record children with AD/HD purposeful educational alterations.
In the context of Lithuanian educational conditions there are no adapted educational means (techniques) that could help develop primary school children with AD/HD cognitive abilities and social behaviour. In the context of such problem the author tried to project what organisational forms and integral educational methods are effective in developing children with AD/HD cognitive abilities and social behaviour. Diagnostic research confirmed the hypothesis that primary school children with AD/HD differ from mixed primary school children group according to cognitive and social characteristics. Experimental research proved the hyphothesis that cognitive behaviour training and story telling methods applie in experimental education conditions in primary school children with AD/HD group, resulted in positive cognitive and social behaviour alterations.
In the context of Lithuanian educational conditions there are no adapted educational means (techniques) that could help develop primary school children with AD/HD cognitive abilities and social behaviour. In the context of such problem the author tried to project what organisational forms and integral educational methods are effective in developing children with AD/HD cognitive abilities and social behaviour. Diagnostic research confirmed the hypothesis that primary school children with AD/HD differ from mixed primary school children group according to cognitive and social characteristics. Experimental research proved the hyphothesis that cognitive behaviour training and story telling methods applie in experimental education conditions in primary school children with AD/HD group, resulted in positive cognitive and social behaviour alterations.
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Articles
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