others help them develop social communication skills; create situations for them to practice and practice HVPH.
3.2.5. Relationship between measures
The measures of educational intervention are interrelated and complement each other towards the common goal of enhancing the behavioral characteristics and reducing the behavioral disorders of students with AD/HD. Each measure plays an important role, deciding the success of the educational intervention process for students with AD/HD.
Group of measures 1: Group of measures to prevent HVKPH plays a key role in the process of implementing effective GDHV : Correctly identifying behavioral problems, adjusting elements of the teaching process to suit the characteristics, correctly implementing the GDHV process and educating and developing executive function skills for students with AD/HD disorders to help prevent the behavior from occurring. These are proactive measures, anticipating the process of GDHV to take place smoothly and effectively.
Group of measures 2: Group of measures to reduce behavioral problems plays a decisive role in the process of educating and training children : Sometimes teachers do not realize the behavioral problems of students with ADHD in integrated primary school until the behavior occurs. Therefore, measures to reduce behavioral problems when the behavior has occurred always need to be focused on implementation. When the behavior has occurred, integrating behavioral training into all activities, supporting individualization, ignoring and paying for the behavior helps the process of educating and training children to be thorough and effective.
Group of measures 3: Group of measures to form and develop behavioral behaviors is a condition to make the process of educating children comprehensive to achieve the highest efficiency : Building and using a reinforcement system in educating children helps increase motivation to implement behavioral behaviors. Building and developing behavioral behaviors helps students with AD/HD not need to use behavioral behaviors. Having appropriate social communication skills helps students with AD/HD have good relationships with friends and teachers, helping them control their emotions, thereby minimizing behavioral behaviors related to social communication problems.
3.3. Pedagogical experiment
3.3.1. General overview of the experiment
3.3.1.1. Experimental purpose
Conducting pedagogical experiments to confirm the scientific nature, feasibility and effectiveness of the proposed measures through testing the application of educational measures for students with AD/HD to integrate into primary school.
3.3.1.2. Experimental content
Experimental behavioral education measures on 03 students with AD/HD disorder according to the following process: 1) Assessing developmental areas and assessing students' behavioral problems; 2) Setting goals and planning behavioral education for students; 3) Implementing behavioral education plans using proposed measures; 4) Evaluating behavioral education results for students with AD/HD disorder after the experiment.
3.3.1.3. Experimental subjects and locations
Experimental subjects : The experiment was conducted on 03 students with AD/HD disorder: 02 students in grade 2; 01 student in grade 3. In the context of the Covid-19 epidemic, there were periods when students studied online, so we did not choose first grade students because they were not familiar with this form of learning, so it was not guaranteed to be effective. The three students participating in the experiment were selected from students who had been diagnosed with the ADHDT2 scale, diagnosed as having a high level of AD/HD. These three students were also assessed with the behavioral scale in the inclusive classroom designed by the thesis author, the results of the behavioral assessment of the students were at the moderate and severe levels. All 3 students studied full-day boarding at school.
Experimental site : The experiment was conducted on 03 students with AD/HD disorder who are studying in an integrated program at Dong Son Primary School - Bac Giang City. The school has many experienced teachers, good facilities, and a small number of students in the class (33-35 students), which will create favorable conditions for the pedagogical experiment.
3.3.1.4. Experimental time
The pilot period to evaluate the impact of GDHV measures will be conducted in the 2021-2022 school year.
3.3.3.5. How to conduct the experiment
The experiment was conducted through the following 4 steps:
Pre-experimental assessment
Goal setting and planning
Impact experiment
Evaluation of experimental results
Diagram 3.2. Experimental process of educational measures for students with learning disorders
AD/HD integrated learning at the beginning of primary school
Step 1: Pre-experimental assessment
- Assess the level of AD/HD using the ADHDT2 scale on 3 students participating in the experiment. The results are shown in the following table:
Table 3.1. Results of AD/HD level assessment on 03 students participating in the experiment
Full name
Class | Discount points idea | Hyperactivity Point | Total score scale | Index AD/HD | Level | |||
Point rough | Point ladder measure | Point rough | Scale Points measure | |||||
TG B | 2 | 21 | 7 | 34 | 8 | 15 | 86 | High |
PH D | 2 | 20 | 6 | 33 | 8 | 14 | 83 | High |
PQ H | 3 | 28 | 8 | 0 | 2 | 10 | 71 | Central jar |
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- Assess development using the WISC IV assessment scale on three participating students.
experiment. The results are shown in the following table:
Table 3.2. Overall cognitive abilities of the subjects
The capabilities
TG B | PH D | PQ H | ||||
Point polymorphic | Classification | Point polymorphic | Classification | Point polymorphic | Classification | |
Thinking ability Language - VCI | 103 | Medium | 85 | Central low vase | 93 | Medium |
Intellectual capacity PRI | 95 | Medium | 77 | Short | 110 | Medium High |
Memory capacity work – WMI | 90 | Medium | 85 | Central low vase | 102 | Medium |
Processing speed News – PSI | 106 | Medium | 70 | Short | 80 | Medium short |
General Intelligence - FSIQ | 100 | Medium | 73 | Short | 94 | Medium |
- Behavior assessment using the behavioral scale in the inclusive classroom on 3 participating students
Experiment. The results are shown in the following table:
Table 3.3. Results of classroom behavior assessment of the subjects
STT
Surname name | Gender calculate | Year of birth | Class | Behavior score | TBC | Level degree | |||||
(1) | (2) | (3) | (4) | (5) | |||||||
1 | TGB | Male | April 11, 2014 | 2 | 3.71 | 3.78 | 3.17 | 1.60 | 1.38 | 2.72 | Central jar |
2 | PHD | Male | June 2, 2014 | 2 | 3.00 | 4.89 | 4.33 | 1.80 | 3.13 | 3.43 | Heavy |
3 | PQH | Male | November 24, 2013 | 3 | 2.00 | 3.89 | 2.83 | 1.20 | 2.13 | 2.43 | Light |
(1) Behavior that does not comply with regulations
(2) Lack of attention in learning
(3) Poor organizational behavior
(4) Defiant behavior
(5) Communication behavior
Step 2: Set goals and make a plan
Based on the description of the development and the results of the behavioral assessment of students with AD/HD, we select the goals and plan the education for students in the integrated classroom and the plan for individual lessons. The plan is agreed upon between the family, school and classroom teacher.
Step 3: Experimental impact
The experiment was conducted during one school year with all measures, after
That evaluates the level of behavior of 03 students.
Measures taken in advance include: Correctly implementing the teaching and learning process, adjusting elements of the teaching and learning process... Other measures are tested throughout the testing process.
Step 4: Evaluate the results of the experiment
Evaluating students' behavioral manifestations after using impact measures includes synthesizing and analyzing data and drawing conclusions about students' behavioral problems after the pedagogical experiment.
3.3.3.5. Evaluation criteria
Assess the level of behavioral expression of TTN and STN students based on 5 levels of expression: very often, often, occasionally, rarely, never. From there, draw conclusions about the behavioral problems of students with AD/HD disorder based on the average score of the behavioral assessment results as follows:
1 ≤ M <1.8: No problem
1.8≤ M<2.6: Mild problem
2.6≤ M<3.4: Moderate problem 3.4≤ M<4.2: Severe problem
4.2≤ M<5.0: Very severe problem
3.3.2. Experimental results
3.3.2.1. Experimental results of each case
a) Case 1
Full name: TG B Gender: Male Year of birth: 2014
Family address: Chua Village - Dong Son - Bac Giang City
Information about HS : B is the first child in the family, after B is his younger brother.
has not been previously diagnosed or evaluated for AD/HD or developmental disorders. B currently
is studying in class 2C, Dong Son Primary School, Bac Giang City. Both of my parents are workers at electronic equipment manufacturing companies. My parents often work overtime, so I spend most of my time with my grandparents. I receive little support for my studies and other matters at home.
Pre-test results:
We conducted the GB assessment at the beginning of the 2021-2022 school year. The assessment team included: Thesis author, Ms. Phuong Anh (homeroom teacher). Much information was also provided by parents.
Intellectual ability measured by WISC-IV scale
Table 3.4a. Results of GB's intellectual capacity assessment using the WISC-IV scale
The capabilities
Raw score | Multipoint fit | Level | |
Verbal Reasoning Ability (VCI) | 33 | 103 | Medium |
Perceptual Reasoning Ability (PRI) | 28 | 95 | Medium |
Working Memory Capacity (WMI) | 17 | 90 | Medium |
Processing speed (PSI) | 22 | 106 | Medium |
General Intelligence (FSIQ) | 100 | 100 | Medium |
B's intellectual capacity is at an average level (FSIQ = 100). B's intellectual components are quite even and all at an average level. His linguistic thinking has developed to a certain extent but still faces many difficulties. He does not know how to answer abstract questions. His perceptual thinking is quite good. He knows how to combine many wooden blocks to create shapes according to given requirements, knows how to observe and try and make mistakes to complete tasks, with complex shapes, he knows how to place the corresponding blocks into the given drawing to estimate the result. However, his ability to pay attention to activities is not high, so some activities are easy compared to his ability but he cannot do it. His working memory capacity is quite good. He can memorize and immediately recall information. He also has the ability to memorize long-term, especially events related to his interests and concerns. Processing speed is the ability that he achieves the highest score. The child's ability to encode and find symbols is quite good.
good. However, due to haste, there were still regrettable mistakes.
Diagnostic assessment of AD/HD using the ADHDT2 scale
Table 3.4b. Results of B's AD/HD diagnostic assessment using the ADHDT2 scale
Attention deficit
Hyperactive/impulsive | Total score | Index AD/HD | Level | |||
Raw score | Point scale | Raw score | Point scale | |||
21 | 7 | 34 | 8 | 15 | 86 | High |
The results of the diagnostic assessment using the ADHDT2 scale showed that B had a high level of AD/HD disorder. Based on the diagnostic criteria for AD/HD according to DSM V, B had a combined type of AD/HD disorder.
Classroom Behavior Assessment
The results of the behavioral assessment of TGB in the classroom using the behavioral scale are shown in the following table:
Table 3.4c. Results of TGB behavioral assessment before TN
Behavioral group
Total score | TB | Level | |
Difficulty in complying with regulations | 26 | 3.71 | Heavy |
Lack of attention while studying | 34 | 3.78 | Heavy |
Poor organizational skills | 19 | 3.17 | Medium |
Opposition | 8 | 1.60 | No problem |
Behavioral communication disorder | 11 | 1.38 | No problem |
Shared | 2.72 | Medium | |
The following descriptions of B's behavior are based on observations using the ABC behavior observation chart, using a frequency tick chart, and an interval timer:
B's difficulty in following rules and lack of attention in studying are at a severe level. Regarding his difficulty in following rules, he often speaks/answers freely. When the teacher is speaking, he often interrupts and interrupts. He also often makes noise with his words. Every class, he makes noise 4-5 times, especially when there is no task to do or the task is difficult and he cannot do it. Whenever the teacher is not paying attention, he often goes out freely and will come back.
return to my seat if the teacher reminds me. I also often ask my homeroom teacher for permission to go to the toilet, about 3 times per class hour. However, I also recognize the problem, if the teacher allows me to go, I go, if she doesn't allow me to go, I don't go. With other subject teachers, I don't ask for permission but go by myself. According to observations, B only goes out and wanders around the classroom hallways, not to go to the toilet. When sitting on the chair, I can't sit still but always fidget and fidget. Therefore, during the learning process, many times the teacher gives requests and tasks, but I don't pay attention and don't follow the teacher's requests. GB's motivation to follow the teacher's requests is affected by praise. When the teacher says "Bao is very good, do it and I will take a picture and send it to mom", B does it right away.
Regarding inattentive behavior in studying: I cannot concentrate when studying. In many cases, when the teacher asks me to get my books and school supplies, I do not take them immediately but just stand around. My ability to pay attention when listening to lectures is low. The time I can pay attention to a task is about 7-10 minutes. When I am focused, I can listen and understand the teacher's verbal requests and can do the exercises. I remember the knowledge I gain when I am focused and can repeat it when the teacher asks again. However, when I am distracted, I seem to not hear the teacher's requests and do not do the exercises, I cannot remember the knowledge. The teacher needs to come to me and guide me to do it. Therefore, there are some exercises that I cannot complete in class. I am easily distracted by stimuli such as the sound of my friends talking, the sound of books falling, chairs falling, or someone passing by the door. I often turn down to the classroom or look out the door. Every hour I look away about 8-10 times.
Regarding poor organizational behavior: I do not know how to manage my personal belongings, especially school supplies. I often cannot find my pen when I need it to write. Teachers often have to lend me a pen. I also often write in the wrong notebook, for example, when the teacher asks me to do math exercises in my exercise book, I write in the notebook with the title of the lesson. Sometimes, B does not finish writing on a page before turning to another page.
According to the assessment results, you do not have any problems with oppositional behavior and