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Article
The Application of The Attention Deficit Hyperactivity Disorder Rating Scale (DSM-IV) in Early Childhood Center / 유아교육기관에서 ADHD진단 척도의 실제 적용
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 15
Date: 2010
Pages: 23-35
Asia, Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Early childhood care and education, Early childhood education, East Asia, Montessori method of education, South Korea
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Abstract/Notes: The purpose of this study was to investigate the reliability of the ADHD Rating Scale(DSM-IV) using teachers in Early Childhood Center. To do this, ADHD Scales using teacher was discussed with a specialist group consisting of 3 doctors in degree at Early Childhood Education and Child Development and 3 teachers of early childhood centers. And then the data was collected in 1 class(four-years) at early childhood center. So, the subjects of this study were 32 children(boy 18/girl 14) and their 2 teachers. Statistics used for data analysis were Frequency, t-test, inter-observer and test-retest reliability. The major findings of this study were as follows: First, the prevalence of children with ADHD based on teachers rating are 3(teacher1) and 4(teacher2). Second, according to the item analysis of ADHD, teachers are rating similar on children with ADHD Scale(DSM-IV). Third, inter-observer and test-retest reliability were significant. In conclusion, it is considered that the ADHD Rating Scale(DSM-IV) has validity using teachers in Early Childhood Center. / 본 연구에서는 ADHD진단 검사 중 오늘날 가장 널리 사용되고 있는 도구인 「정신장애진단 및 통계편람(DSM-IV)」을 유아교육기관에서 교사가 사용하였을 때, 타당도가 어떠한지 살펴보았다. 전문가와 교사집단과의 사전 연구를 통해 ADHD진단척도와 연구대상을 위한 기준이 제시되었고, 4세아 1개 반(유아 32명, 담임교사 2명)이 선정되었다. 교사들은 학기가 시작된 지 6개월과 9개월 이후 2회에 걸쳐 유아의 ADHD성향을 측정하였다. 그리고 평정자 간 신뢰도와 검사-재검사 신뢰도를 살펴보았다. 연구결과는 다음과 같다. 첫째, 한 교실에서 교사가 평가한 ADHD 성향유아는 3명(교사1)과 4명(교사2)으로 밝혀졌다. 둘째, ADHD에 대한「정신장애진단 및 통계편람(DSM-IV)」의 문항분석 결과, 교사들의 의견이 대부분 비슷하였다. 셋째, 교사들의 평정자 간신뢰도와 검사-재검사 신뢰도는 통계적으로 유의하였다.
Language: Korean
ISSN: 1226-9417
Article
Attention Deficit Hyperactivity Disorder: A Practical Montessori Response
Publication: Montessori International, vol. 69
Date: Oct 2003
Pages: 20–23
Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Children with disabilities, Hyperactive children, Inclusive education, People with disabilities
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Abstract/Notes: Part 1 of 4 on special needs
Language: English
ISSN: 1470-8647
Article
Attention Deficit or Nature Deficit Disorder?
Publication: Montessori International, vol. 81
Date: Oct 2006
Pages: 33–35
Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Children with disabilities, Inclusive education, People with disabilities
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Language: English
ISSN: 1470-8647
Article
Attention Deficit Disorder: What It Is–and What It Is Not
Publication: Montessori Life, vol. 9, no. 3
Date: 1997
Pages: 37
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Language: English
ISSN: 1054-0040
Article
Paying Attention to Attention: Brain Development and the Critical Period of Focused Attention and Concentration
Publication: Infants and Toddlers, vol. 12, no. 3
Date: 2008
Pages: 5–10, 17–20
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Language: English
Article
Last Child in the Woods: Saving Our Children from Nature Deficit Disorder by Richard Louv
Publication: Montessori International, vol. 82
Date: Jan 2007
Pages: 28
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Abstract/Notes: Book review
Language: English
ISSN: 1470-8647
Article
Saving Our Children from Nature-Deficit Disorder
Publication: NAMTA Bulletin
Date: Feb 2006
Pages: 1-4
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
Article
Nutritional Deficit Disorder
Publication: Tomorrow's Child, vol. 16, no. 4
Date: 2008
Pages: 14–17
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Language: English
ISSN: 1071-6246
Doctoral Dissertation
Teacher Beliefs, Attitudes, and Expectations Towards Students with Attention Disorders in Three Schools in the United Kingdom's Independent School System
Available from: ProQuest Dissertations and Theses
Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Children with disabilities, England, Europe, Inclusive education, Northern Europe, Northern Ireland, Perceptions, Scotland, Teachers - Attitudes, United Kingdom
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Abstract/Notes: Scope and method of study. The purpose of this qualitative study was to investigate the connection between the beliefs, attitudes, and expectations teachers exhibit towards students who have attention challenges in three independent schools in England and the pathognomonic-interventionist continuum as identified by Jordan-Wilson and Silverman (1991), which identifies, along a scale, where teachers' beliefs lie. Teachers' sense of efficacy as they meet individual student needs was also explored as was what educators in these schools, who have limited, if any, recourse to special education assistance, do to support students who display the characteristics of attention deficit. The pathognomonic-interventionist continuum and Bandura's (1977) construct of self-efficacy were the lenses used to focus the research. The study records participants' responses and reflections about the phenomenon under study, describing what it is they do, how they perceive their responsibility towards their students, and how they support each other. Findings and conclusions. Data compiled from a sample of 10 teachers and 3 head-teachers, were disaggregated to provide a picture of how participant teachers work with attentionally challenged children in selected English independent schools. The results provide evidence that teachers whose profile identifies them with the interventionist perspective present stronger senses of self-efficacy. They are prepared to undertake prereferral-type activities to determine where the student is experiencing difficulty and are then willing to manipulate the learning environment to meet individual student needs. Teachers in these schools perceive it as their professional obligation to design teaching scenarios to benefit all students. Teacher efficacy, their sense of their ability to positively influence their students' educational performance and achievement, is unrelated to years of experience or educational background, but is related to the beliefs which they hold.
Language: English
Published: Stillwater, Oklahoma, 2006
Article
Evitare il deficit
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 3, no. 3
Date: Mar 31, 1954
Pages: 13-14
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Language: Italian
ISSN: 0042-7241