积极认知行为干预对注意缺陷多动障碍儿童作用的个案研究
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摘要
通过采用积极认知行为干预法,对一名12岁注意缺陷多动障碍儿童的问题行为进行个案干预。研究采用单一被试实验法中的A-B实验设计,干预过程包括基线期(A)和干预期(B)两个阶段,以个案上课分心时间、分心次数和违反班级规则次数为因变量指标。干预结束后,对基线期和干预期的因变量数据进行量化分析,发现积极认知行为干预能有效减少注意缺陷多动障碍儿童的上课分心和违反班级规则行为;对违反班级规则行为的干预效果好于上课分心行为。
This study used a positive cognitive behavioral intervention method to intervene a 12-year-old ADHD child. The study used the AB experiment design in the single subject experiment method. The intervention process included two stages: baseline period(A) and dry expectation(B). The distraction time,the number of distractions and the number of violations of the class rules were used as the dependent variables. After the intervention,the baseline and the expected data of the dependent variables were quantitatively analyzed. It has found that positive cognitive behavioral intervention can effectively reduce the distraction and violation of class rules in children With ADHD,but the intervention effect on violation of class rules is better than distracted behavior in class.
This study used a positive cognitive behavioral intervention method to intervene a 12-year-old ADHD child. The study used the AB experiment design in the single subject experiment method. The intervention process included two stages: baseline period(A) and dry expectation(B). The distraction time,the number of distractions and the number of violations of the class rules were used as the dependent variables. After the intervention,the baseline and the expected data of the dependent variables were quantitatively analyzed. It has found that positive cognitive behavioral intervention can effectively reduce the distraction and violation of class rules in children With ADHD,but the intervention effect on violation of class rules is better than distracted behavior in class.
引文
[1]杜亚松.注意力缺陷多动障碍多模式干预[M].北京:人民卫生出版社,2014:3-4.
[2]童连,史慧静,臧嘉捷.中国儿童ADHD流行状况Meta分析[J].中国公共卫生,2013(9):1279-1283.
[3]张微.六城市ADHD流行病学调查[J].中国临床心理学杂志,2007(1):23-25.
[4]Mayes SD,Calhoun S.Learning Disabilities and ADHD:Overlapping Spectrumdisorder[J].Journal of Learning Disabilities,2000(33):417-424.
[5]梁友芳.儿童注意缺陷多动障碍病因研究进展[J].广西医科大学学报,34(5):781-783.
[6][7]方豪.认知-行为疗法对ADHD儿童(伴随攻击性)团体训练的效果研究[D].上海:华东师范大学,2006.
[8]高倩.认知行为疗法对ADHD儿童的干预效果研究[D].乌鲁木齐:新疆师范大学,2014.
[9]王伟冰.积极认知行为疗法与认知-行为疗法的对比研究[D].泸州:泸州医学院,2012.
[10]张旭.课程本位测量对识字困难儿童的个案干预研究[J].中国特殊教育,2010(121):87-95.
[11]于敏峰.注意缺陷儿童的注意力特征及其干预研究[D].南昌:江西师范大学,2010.
[12]乾润梅.积极心理学及其在教育实践中的应用[D].武汉:华中师范大学,2006.
[13]孔德荣.儿童注意缺陷多动障碍的认知行为干预研究[D].重庆:西南大学,2008.
[14]张立新,王均文.小学生注意力缺陷的分析与矫正[J].教学与管理,2005(2):25-27.
[15]马秋平.小学四年级学生课堂注意力的现状调查研究[D].南京:南京师范大学,2016.
[16]李韵.注意力缺陷多动儿童认知特点及心理社会性发展特征的研究[D].济南:山东大学,2007.
*本文为北京联合大学特殊教育学院推荐的优秀毕业论文。指导教师为北京联合大学特殊教育学院张旭老师。本文刊发时有删节。
[2]童连,史慧静,臧嘉捷.中国儿童ADHD流行状况Meta分析[J].中国公共卫生,2013(9):1279-1283.
[3]张微.六城市ADHD流行病学调查[J].中国临床心理学杂志,2007(1):23-25.
[4]Mayes SD,Calhoun S.Learning Disabilities and ADHD:Overlapping Spectrumdisorder[J].Journal of Learning Disabilities,2000(33):417-424.
[5]梁友芳.儿童注意缺陷多动障碍病因研究进展[J].广西医科大学学报,34(5):781-783.
[6][7]方豪.认知-行为疗法对ADHD儿童(伴随攻击性)团体训练的效果研究[D].上海:华东师范大学,2006.
[8]高倩.认知行为疗法对ADHD儿童的干预效果研究[D].乌鲁木齐:新疆师范大学,2014.
[9]王伟冰.积极认知行为疗法与认知-行为疗法的对比研究[D].泸州:泸州医学院,2012.
[10]张旭.课程本位测量对识字困难儿童的个案干预研究[J].中国特殊教育,2010(121):87-95.
[11]于敏峰.注意缺陷儿童的注意力特征及其干预研究[D].南昌:江西师范大学,2010.
[12]乾润梅.积极心理学及其在教育实践中的应用[D].武汉:华中师范大学,2006.
[13]孔德荣.儿童注意缺陷多动障碍的认知行为干预研究[D].重庆:西南大学,2008.
[14]张立新,王均文.小学生注意力缺陷的分析与矫正[J].教学与管理,2005(2):25-27.
[15]马秋平.小学四年级学生课堂注意力的现状调查研究[D].南京:南京师范大学,2016.
[16]李韵.注意力缺陷多动儿童认知特点及心理社会性发展特征的研究[D].济南:山东大学,2007.
*本文为北京联合大学特殊教育学院推荐的优秀毕业论文。指导教师为北京联合大学特殊教育学院张旭老师。本文刊发时有删节。