Background: In the
past 10 years, the incidence rate of ADHD in children has increased year by
year, and the prevention and education of ADHD children have become the focus
of attention of all sectors of society. The etiology of ADHD is very complex,
and there is no cure in medicine, requiring long-term and meticulous
comprehensive intervention. Educational intervention has been proven to be an
effective way to prevent and treat ADHD, and teachers' knowledge of ADHD is an
important factor affecting educational intervention.
Objective: To explore the understanding of ADHD knowledge
among ordinary primary school teachers and the use of teaching and behavioral
management methods for ADHD students, as well as the relationship between the
two.
Methods: A literature search is used to organize 73
influential articles in the past 20 years and analyze the main research trends.
Results: The understanding of ADHD knowledge among ordinary
primary school teachers is at a moderate level, with a correct mastery rate of about
60%. Teachers use teaching and behavioral management methods for ADHD students
more frequently than ordinary students, and the frequency of using various
methods varies, influenced by teacher factors, teacher-student relationships,
and method factors.
Conclusion: Understanding ADHD knowledge and related
teaching and behavioral management methods are essential professional qualities
for ordinary primary school teachers, and we should improve this quality as
soon as possible.
Author(s) Details
Hou Yongmei
Department of Psychology, School of Humanities and Management, Guangdong
Medical University, Dongguan, Guangdong Province, China.
Please see the book
here:- https://doi.org/10.9734/bpi/aoller/v3/1452
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