What Do You Think About Ad/hd Students?

necessary for the tasks

(books, notebooks, pens, erasers…)

4. Resistance

1

Failure to comply with request or

GV rules

1

2

3

4

5

2

Always argue with teachers

1

2

3

4

5

3

Easily angered and lose temper

1

2

3

4

5

4

Vengeful

1

2

3

4

5

5

intentionally bother others

1

2

3

4

5

5. Behavioral communication disorder

1

Not taking the initiative to greet the teacher

Miss

1

2

3

4

5

2

Don't know how to make friends

1

2

3

4

5

3

Can't maintain relationship

friend

1

2

3

4

5

4

Not cooperating with you in

learning and fun activities

1

2

3

4

5

5

Teasing you

1

2

3

4

5

6

Initiate a fight

1

2

3

4

5

7

Play with or damage other people's belongings.

Friend

1

2

3

4

5

8

Theft of valuables

1

2

3

4

5

Least

Weak

Medium

Rather

Good

Read

1

2

3

4

5

Write

1

2

3

4

5

Maths

1

2

3

4

5

Male Female

2. Age:

…………………….

3. Work unit:

……………….........

4. Areas of expertise:

…………………….

5. Time working in education sector:

…………………….

6. Teaching time for classes with disabled students

Primary school admission (year):

…………………….

7. Have you received training in behavioral education for students with attention deficit hyperactivity disorder in integrated primary school?

(If you have been trained, continue with question 8)

Have You Ever Had?

8. List the names of the courses and the dates/courses that the teacher/teacher teaches.

Learn about educating students with attention deficit hyperactivity disorder in elementary school?

1) ………………………………..

2) ……………………

3) ……………………

Correct

Incorrect

Don't know

Students with AD/HD are those with reduced

Pay attention when participating in classroom and school activities

Students with AD/HD are students who show signs of inattention, hyperactivity, and impulsivity that affect their learning, emotional development, and

social skills

Students with AD/HD are students who are too

Hyperactivity leads to many difficulties in learning and living at home and school.

 Relatively important

 Not important

 Important

 Less important

Very

frequent

Frequent

Sometimes

Seldom

Not yet

ever

Help students improve concentration

pay attention to the lesson

Help students control the level

activity level, increased time spent on learning tasks

Help students improve their learning outcomes

practice subjects, especially Vietnamese and math.

Help students improve relationships

with friends and teachers

Help students improve their social skills to better participate in activities during and after school hours, and participate in the social environment.

festival.

Very often

through

Often

through

Please

occasionally

Rare

When

Never

hour

Comply with the rules

regulations

Pay attention when studying

Organizational skills

Follow

request

Communication skills

behavior

Very often

through

Often

through

Please

occasionally

Rare

When

Not yet

ever

Conversation

Explain

Lead by example

State pedagogical requirements

Assign work

Practice

Reward

Situation

Evaluation of GDHV results

Very often

through

Often

through

Please

occasionally

Rare

When

Not yet

ever

Activity Schedule/ Task Board

Rules card

Task notebook

Computer/Phone

Modified Worksheets

Timer

Very often

through

Often

through

Please

occasionally

Rare

When

Not yet

ever

Identify student behavior

AD/HD disorder

Planning GDHV for students

AD/HD disorder

Organizing GDHV activities

for students with AD/HD

Evaluation of GDHV results for

students with AD/HD

Very often

through

Often

through

Please

occasionally

Rare

When

Not yet

ever

Environmental adjustment

Adjust content, method

teaching methods, means, forms

Adjust the assessment method

Implement positive behavioral interventions (instructing new behaviors, modeling behaviors)

correct, strengthen HVPH,….)

HVKPH Punishment

Use a support group

Coordinate with subject teachers and other

school organizations (Union, clubs...)

Coordinate with student's family

Use of intervention measures

intervention and complementary therapies (therapy)

Support executive functioning difficulties (teaching students skills to retain instructions, initiate and maintain tasks,

organize...)

Very often

through

Often

through

Please

occasionally

Rare

When

Not yet

ever

By subject (ethics)

Integration in teaching subjects

learn

Extracurricular activities

Individual support

Very often

through

Often

through

Please

occasionally

Rare

When

Not yet

ever

Primary school student assessment according to regulations

General regulations of the Ministry of Education and Training

Evaluation according to evaluation rules

Price for disabled students to study in integration

Plan-based assessment

GDHV has built

Very often

through

Often

through

Please

occasionally

Rare

When

Not yet

ever

Provide information about the features

student behavior

Building an educational plan

behavior

Apply the methods

behavioral education

Make interventions and

adjuvant therapy

Tracking educational outcomes

behavior

Influencing factors

Very

much

Much

Central

jar

Little

Few

Subjective factors

1

Students with AD/HD

2

GV

3

Parents

Objective factors

4

Management agency

5

Facilities and environment conditions

school

6

Coordination of forces

education

7

Society