Vinsamlegast notið þetta auðkenni þegar þið vitnið til verksins eða tengið í það: http://hdl.handle.net/1946/32964
Attention-deficit/hyperactivity disorder (ADHD) is one of the most common behavioral disorder diagnosed among children and adolescents and is associated with wide range of health and developmental risks, emotional and behavioral disorders, lack of social skills, and academic underachievement. The purpose of this study was to evaluate the effectiveness of the preschool life skills (PLS) program in decreasing challenging behavior and acquisition of PLS using individualized teaching to children with symptoms of ADHD. A 5-year old girl in preschool was taught individually eight PLS, divided into three units of instruction following, functional communication, and tolerance skills. Teaching included instructions, modeling, role-play, and feedback/descriptive praise. Various situations that presented an opportunity for the participant to display appropriate PLS or engage in problem behavior were set up throughout the school day. The PLS program was effective in increasing PLS and skill achievement was only evident when teaching targeted each unit of skills.
Keywords: Preschool life skills (PLS), school readiness skills, attention-deficit/hyperactivity disorder (ADHD), behavioral intervention, individualized teaching, instruction following, functional communication, tolerance
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Sonja_Lind_Isfeld_Vidisdottir.pdf | 536.5 kB | Opinn | Heildartexti | Skoða/Opna | |
Beiðni um lokun.pdf | 269.64 kB | Opinn | Beiðni um lokun | Skoða/Opna |