scholarly journals ANALISIS MOTIVASI BELAJAR PADA SISWA ADHD (ATTENTION DEFICIT HYPERACTIVITY DISORDER) DI SD NEGERI 023 SAMARINDA UTARA

2020 ◽  
Vol 4 (2) ◽  
pp. 82-98
Author(s):  
Nur Agus Salim ◽  
Andi Aslindah ◽  
Eka Selvi Handayani
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Mental Condition ◽  
Snowball Sampling ◽  
Research Subjects ◽  
Hyperactivity Disorder ◽  
Analysis Technique ◽  
Special Approach

This study intended to determine the background of learning motivation of ADHD (Attention Deficit Hyperactivity Disorder) students. Besides knowing how to handle ADHD students and whatever factors that influence learning motivation. This was a qualitative descriptive study and the research subjects comprised 5 ADHD students, parents and homeroom teachers. The research instrument used observation sheets, interview sheets, and cameras. Data analysis technique was done by obtaining data from the field going to observation, interviews, and documentation, data reduction, data presentation then drawing conclusions. The sampling technique uses snowball sampling techniques and uses source triangulation and triangulation techniques. The results showed that the background of ADHD students' learning motivation tends to be minimal compared to students. Due to the condition of ADHD students have three symptoms, hyperactivity, intention and impulsivity. With this symptom condition, ADHD students must get a special approach such as more attention and be able to handle it without taking rough actions or punishing because it can affect the mental condition in ADHD students.

scholarly journals PENGALAMAN ORANG TUA DALAM MERAWAT ANAK DENGAN ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

2021 ◽  
pp. 222-230
Author(s):  
Ratih Dwi Lestari Puji Utami ◽  
Wahyuningsih Safitri ◽  
Christiani Bumi Pangesti ◽  
Nur Rakhmawati
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Early Detection ◽  
Attention Deficit ◽  
Sampling Technique ◽  
Fine Motor ◽  
Snowball Sampling ◽  
Research Subjects ◽  
Developmental Needs ◽  
Hyperactivity Disorder ◽  
Adhd Children

Attention Deficit Hyperactivity Disorder (ADHD) merupakan permasalahan perkembangan anak ditandai dengan rendahnya konsentrasi dan aktivitas berlebihan pada anak. Prevalensi ADHD meningkat setiap tahunnya. Berbagai upaya telah dilakukan untuk mengatasi dan menangani permasalahan ADHD. Pendeteksian secara dini diperlukan untuk mengidentifikasi ADHD sehingga pemberian terapi dapat diberikan lebih awal dan dapat mengurangi gejala ADHD, membantu anak berkonsentrasi, serta membantu anak memenuhi kebutuhan perkembangannya. Peran keluarga penting dalam upaya perawatan dan pendeteksian dini adanya ADHD. Tujuan penelitian ini adalah mengeksplorasi pengalaman orangtua merawat anak dengan ADHD. Penelitian ini merupakan penelitian kualitatif deskriptif dengan subjek penelitian sebanyak tujuh ibu yang memiliki anak ADHD diambil melalui teknik snowball sampling. Pengumpulan data melalui indepth interview. Hasil penelitian menunjukkan bahwa gejala dini yang muncul pada anak ADHD adalah keterlambatan dalam kemampuan bersosialisasi dan berkomunikasi, kesulitan mempertahankan kontak mata, hiperaktif, perilaku meniru, perilaku marah, dan keterlambatan motorik halus. Upaya perawatan yang dilakukan orang tua adalah pembatasan akses gadget, diet, penerimaan keluarga, pengawasan, dan terapi.   Attention Deficit Hyperactivity Disorder (ADHD) is a child development problem characterized by low concentration and excessive activity in children. The prevalence of ADHD is increasing every year. Various attempts have been made to overcome and treat the problem of ADHD. Early detection is needed to identify ADHD so that therapy can be given early and can reduce ADHD symptoms, help children concentrate, and help children meet their developmental needs. The role of the family is important in the treatment and early detection of ADHD. The purpose of this study was to explore the experiences of parents caring for ADHD children. This research is a qualitative descriptive study, the research subjects are seven mothers who were taken by snowball sampling technique. The data collection using in-depth interview approach. The results showed that the early symptoms that appeared in ADHD children were delays in socializing and communication skills, difficulty maintaining eye contact, hyperactivity, imitating behavior, angry behavior, and fine motor delays. Parenting efforts are limiting access to gadgets, diet, family acceptance, supervision and therapy.

Knowledge of kindergarten and elementary schools’ teachers regarding attention deficit hyperactivity disorder

2017 ◽  
Vol 41 (S1) ◽  
pp. S429-S429
Author(s):  
S. Almutairi ◽  
M. Almutairi ◽  
A. Al Harbi ◽  
M. Alsuhaibani ◽  
N. Alkeaid ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Elementary School Teachers ◽  
Attention Deficit ◽  
Common Mental Disorders ◽  
Sampling Technique ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Hyperactivity Disorder ◽  
Adhd Children ◽  
Competing Interest

BackgroundAttention deficit hyperactivity disorder (ADHD) is one of the most common mental disorders that manifest among children. Despite the fact that the teacher's role is essential in the assessment and management of pupils with ADHD and the recommendation of participation of teachers for the success and efficiency of diagnoses and treatment, the vast majority of teachers have neither understanding nor knowledge of ADHD.ObjectivesThe current study explores the kindergarten and elementary school teachers’ knowledge regarding early detection and management of ADHD.MethodsCross sectional survey using stratified random sampling technique was carried out in governmental and private elementary and kindergarten schools in four cities of Qassim region, Saudi Arabia.ResultsThe study included 1095 teachers, 711 (59.3%) did not get information about ADHD during undergraduate studies. Teachers’ overall ADHD knowledge mean was 21.7 + 5.5 out of 38 marks. Teachers with high qualification degree and kindergarten specialty scored 56.4% and 60.2%, respectively. Teachers who attended conferences related to ADHD scored 64.5%, while teachers who read about ADHD or have been ever asked to diagnose/teach an ADHD student had 59.4% and 62.1%, respectively. The sources for those who got their information through reading were statistically significant in overall knowledge, general knowledge and treatment dimensions. As scientific studies and books were the highest with percentage of 24.6% and 23.3%, respectively, 4% and 3.6%, respectively, 3% and 3%, respectively. The level of ADHD knowledge perception showed that 76% of teachers were knowledgeable in relation to overall ADHD perception.ConclusionTeachers who have higher qualifications or training in identifying ADHD children scored higher in our study.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Quality of Life School-Age Children with Attention Deficit Hyperactivity Disorder (ADHD) in SLB C Bandung

2019 ◽  
pp. 34
Author(s):  
Adelse Prima Muya ◽  
Desy Indra Yani ◽  
Helwiyah Ropi
Keyword(s):  
Quality Of Life ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Sampling Technique ◽  
School Age Children ◽  
Impulsive Behavior ◽  
Hyperactivity Disorder ◽  
Adhd Children

Attention Deficit Hyperactivity Disorder (ADHD) is a behavioral characterized by attention deficit disorder, impulsive behavior, accompanied by excessive activity that is not in accordance with its age in childhood. ADHD can impact on decreasing the Quality of Life (QoL) of children. The study aimed to describe the QoL of ADHD children in SLB C Bandung. The research using descriptive study. The subjects were 63 families with ADHD children with an age range of 8-12 years who attended school in 5 types of SLB C in Bandung. Sampling used total sampling technique with inventory questionnaires including a child QoL questionnaire (Peds QL). Data were analyzed using descriptive analyze. The results showed that more than half of the QoL of ADHD children was classified as poor. The QoL of children with ADHD is very important because there are various aspects in their lives, both in terms of health, emotional, social, and school activities. This study explains QoL of ADHD children starting from physical, logistical, social and school functions. From this explanation, it is expected that in the part of QoL for ADHD children to be repaired, also which parts can be repaired and the care and attention needed to be improved.

scholarly journals Knowledge of kindergarten and elementary school teachers regarding attention deficit hyperactivity disorder at Qassim region

2017 ◽  
Vol 1 (1) ◽  
pp. 8
Author(s):  
Sami A. Almutairi
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Attention Deficit ◽  
Common Mental Disorders ◽  
Sampling Technique ◽  
School Teachers ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Hyperactivity Disorder

Background: Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common mental disorders that manifest among children. Despite the fact that the teacher’s role is essential in the assessment and management of pupils with ADHD and the recommendation of participation of teachers for the success and efficiency of diagnoses and treatment, the vast majority of teachers have neither understanding nor knowledge of ADHD. Objectives: The current study explores the kindergarten and elementary school teachers’ knowledge regarding early detection and      management of ADHD. Methods: Cross sectional survey using stratified random sampling technique was carried out in governmental and private elementary and Kindergarten schools in four cities of Qassim region, Saudi Arabia. Results: The study included 1095 teachers, 711 (59.3%) did not get information about ADHD  during undergraduate studies. Teachers’ overall ADHD knowledge mean was 21.7+5.5 out of 38 marks. Teachers with high qualification degree and kindergarten specialty scored 56.4% and 60.2% respectively. Teachers who attended conferences related to ADHD scored 64.5%, while teachers who read about ADHD or have been ever asked to diagnose/teach an ADHD student had 59.4% and 62.1% respectively. The level of ADHD knowledge perception showed that 76% of teachers were  knowledgeable in relation to overall perception about ADHD. Conclusion: Teachers who have higher qualifications or training in identifying ADHD children scored higher in our study.

scholarly journals Persepsi Guru Paud tentang Attention Deficit Hyperactivity Disorder (ADHD) pada Anak Usia Prasekolah (3-6 Tahun)

2021 ◽  
Vol 10 (1) ◽  
pp. 9
Author(s):  
I Made Sudarma Adiputra ◽  
Ni Luh Ayu Yustikarini ◽  
A A Istri Dalem Hana Yundari ◽  
Ni Wayan Trisnadewi ◽  
Ni Putu Wiwik Oktaviani
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Sampling Technique ◽  
Phenomenological Approach ◽  
Planning Problem ◽  
Adhd Child ◽  
Hyperactivity Disorder ◽  
Depth Interview ◽  
Adhd Children ◽  
Positive Meaning

Attention Deficit Hyperactivity Disorder (ADHD) is a child who experiences obstacles in focusing attention, this condition is known as a hyperactive child term. PAUD teachers play an important role in ADHD child detection efforts, as teachers are often the first to see if their students have a keen behavioral difference when compared to other students. The study aims to get an overview of the Paud Teacher's perception of Attention Deficit Hyperactivity Disorder (ADHD) in preschool-aged children (3-6 years). This research uses qualitative research methods with a phenomenological approach. Data was obtained with an in-depth interview of 4 participants using the purposive sampling technique. The analysis used in this research is Colaizzi Analysis 7 step process. The results of the study getting five themes are facing the problem of ADHD children, planning problem solving, seeking support facing ADHD children, taking a positive meaning and accepting responsibility. Based on this research, it can be concluded that to optimize the child's growth, a teacher provides a special education in the form of wholeheartedly educating, patiently facing the child and giving more attention.

scholarly journals Efektifitas Latihan Integrasi Visual Motorik terhadap Kemampuan Kesiapan Menulis Anak Attention Deficit Hyperactivity Disorder (ADHD)

2020 ◽  
Vol 9 (1) ◽  
pp. 37-43
Author(s):  
Prasaja Prasaja ◽  
Linda Harumi
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Occupational Therapy ◽  
Attention Deficit ◽  
Sampling Technique ◽  
Behavioral Disorder ◽  
Hyperactivity Disorder ◽  
Visual Motor Integration ◽  
Adhd Children ◽  
Visual Motor ◽  
Therapy Clinic

Background: Attention Deficit-Hyperactivity Disorder (ADHD) is a behavioral disorder characterized by inattention, hyperactivity, impulsivity that affected to the children’s occupational performance  in their activities.  Individuals suffering from this disorder have a delayed development of visual-motor integration, difficulty participating in learning activities including writing readiness and poor academic progress. This research aims to (1)  determine the effect of visual-motor integration activity interventions on writing readiness in ADHD children (2) find out the demographics of ADHD children based on age, gender and education. Methods: The design of  this study was conducted a one group  pre-experimental study using a pretest -posttest design.  Samples were taken by purposive sampling technique. There were 35 samples consisting of 15 women and 20 men. The research instrument was the Beery DTVMI. Data analysis with paired parametric comparison test (paired sample t-test). Results: This study are (1) visual-motor integration activity interventions have a positive and significant effect on the writing readiness in ADHD children (p = 0,001). (2) ADHD children in YPAC Surakarta Occupational Therapy  Clinic is dominated at the age of 5-6 years (54.3%). (3) Most of the ADHD children in the YPAC Surakarta Occupational Therapy Clinic were male (57.1%). (4) The education level of ADHD children in Surakarta YPAC Therapy Occupational Clinic was at the kindergarten level (51.4%). Conclusion: This study is visual motor integration activity interventions be able to  improve writing readiness in ADHD children.

Awareness Regarding Attention Deficit Hyperactivity Disorder Among Teachers of Selected Schools in Municipality of Rupandehi

2020 ◽  
Vol 9 (1) ◽  
pp. 53-58
Author(s):  
S Bhattarai ◽  
CK Bhusal ◽  
AB Jaishi
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Private School ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Impulsive Behavior ◽  
School Teachers ◽  
Normal Children ◽  
Cross Sectional ◽  
Hyperactivity Disorder

   Introduction: Attention Deficit Hyperactivity Disorder (ADHD) is a chronic condition that affects millions of children and often continues into adulthood which includes a combination of persistent problems such as difficulty sustaining attention, hyperactivity and impulsive behavior. The aim of the study was to find out teachers awareness regarding ADHD. Material And Method: Descriptive cross-sectional study was used to find out awareness regarding ADHD among 77 teachers. Three private school were selected using simple random sampling technique, among them seventy seven primary school teachers were selected as a study sample by using enumerative method. Data was collected by pretested self-administered semi-structured questionnaire and the collected data was analyzed by using descriptive and inferential statistics with Statistical Package for Social Sciences (SPSS) Software version 20. Results: Ninety three percent of respondents had awareness that attention deficit hyperactivity disorder (ADHD) vary from person to person, 59.74% of respondents knew child with ADHD has a lower intelligence quotient than normal children. Sixty one percent of respondents had awareness that prolonged emotional disturbances as a risk factor of ADHD, 59.74% of the respondents had awareness that can't sit for long period to pay attention as symptom of ADHD and 64.94% of the respondents had awareness regarding teachers are the effective person for training of ADHD. Majority of the respondents had low awareness (55.84%) regarding ADHD. There was statistically significant association between awareness level regarding attention deficit hyperactivity disorder and years of teaching experience (p=0.043). Conclusion: It is concluded that awareness regarding ADHD is inadequate among teachers. Respondents had low awareness regarding management and risk factors of ADHD. Hence concerned authority should focus on organizing awareness programme on ADHD to school teachers.

scholarly journals Effectiveness of Metacognitive Regulation Intervention on Attention-Deficit–Hyperactivity Disorder Students’ Scientific Ability and Motivation

2021 ◽  
Vol 12 ◽  
Author(s):  
Haoyuan Zheng ◽  
Yang Dong ◽  
YuanKe Sun ◽  
Jie Yang ◽  
Chongbo Yuan ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Learning Motivation ◽  
Control Group ◽  
Behavioural Treatment ◽  
Learning Abilities ◽  
Hyperactivity Disorder ◽  
Cognitive Behavioural ◽  
Metacognitive Regulation ◽  
Experimental Group

This study investigated the effect of metacognitive regulation (McR) intervention on attention-deficit–hyperactivity disorder (ADHD) students’ astronomy knowledge acquisition and learning motivation. Through a cognitive-behavioural treatment design, this study selected 97 ADHD learners who had poor academic performance. This study divided ADHD students randomly into one experimental group and one control group. After 15 weeks of intervention, results showed that the experimental group students performed significantly better than the control group in scientific abilities, learning motivation, and metacognition. Results suggested that the McR intervention is an effective approach for improving the ADHD students’ science knowledge learning abilities.

scholarly journals Prevalence of Attention Deficit Hyperactivity Disorder among school children at selected schools, Eluru, Andhra Pradesh

2020 ◽  
Vol 11 (SPL4) ◽  
pp. 1961-1966
Author(s):  
Swetha Prashanthi B.S ◽  
Ramya Rathi Devi M.
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
School Children ◽  
Attention Deficit ◽  
Andhra Pradesh ◽  
Rating Scale ◽  
Sampling Technique ◽  
Parent Report ◽  
Research Approach ◽  
Cross Sectional ◽  
Hyperactivity Disorder

Attention-Deficit/Hyperactivity Disorder (ADHD) is a significant community health problem worrying a considerable quantity of children and grown persons. It is single utmost familiar neurobehavioural problems of juvenile and has the possibility for continuousness into youth and adult. 1) To determine the prevalence of ADHD among school children aged between 6–12 years in schools at Eluru District 2) To co-relate the prevalence of ADHD with parent report and teacher report. 3) To associate the prevalence of Attention Deficit Hyperactive Disorder among school children with their demographic variables. Research approach was quantitative, and design was a cross-sectional research design. The study captivated on parents and teachers of school children in four schools at Eluru District recognized by the Board of Secondary Education, Government of Andhra Pradesh. The samples were chosen using convenient sampling technique and consisted of 509 school children studying in selected schools aged between 6 – 12 years after getting informed consent from their parents & teachers. The prevalence of ADHD was measured using Conner’s Abbreviated Rating Scale for parents & teachers. The data were analyzed using descriptive and inferential statistics. Result shows that 19 (3.7%) school children were categorized as ADHD based on parents report and 10 (2.0%) school children were categorized as ADHD based on teachers report. The analysis depicts that there was a positive correlation between the parents report and teachers report where r = 0.589. This study concludes that ADHD is found to be prevalent in school children and may be continued in the adolescent period if left uncared.

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