摘要
本文通过对一名多动症儿童为期六年的跟踪研究资料分析和近两年的情绪特点分析,结合其学龄期学习任务采取"内外兼治"即强化策略和自我监控与调节策略进行干预。经研究,该个案在完成学习任务时的负性情绪明显减少。根据Achenbach儿童行为量表(简称CBCL)和Achebach教师用表(TRF)测查数据及家长、教师的深度访谈资料表明,情绪教育策略对其学业成绩与社会交往、均有一定成效。据此个案研究文章探讨了从家庭、学校和社会角度的情绪教育策略,希望对学龄期多动症儿童的健康成长带来裨益。
Based on a childhood ADHD follow-up study period of six years data analysis and nearly two years of emotional characteristics, combined with the school learning task to take " external and internal treatment" namely aggrandizement strategy and self monitoring and regulation strategies for intervention. The study of the case, the completion of the task of study of negative mood was significantly reduced. According to the Achenbach Child Behavior Checklist(CBCL) and Achebach teachers table(TRF) survey data and parents, teacher's depth interview data indicated, emotion education strategy on academic achievement and social communication, have a certain effect. This article discusses a case study from the school-age children 's healthy growth to bring profit.
引文
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1南京特殊教育职业技术学院,江苏省大学生创新训练计划项目“小学生情绪教育课程开发研究”,主持人:许交、苏莹。指导教师:何侃、梁子浪。组员:鲁延旭、郁沈、张莹、陆雪微、崔蒙蒙、刘文博。2