Presentation on theme: "FACILITATIVE/NON-FACILITATIVE FACTORS AND SUCCESS CRITERIA IN THE EDUCATION OF CHILDREN WITH ATTENTION DEFICIT/ HYPERACTIVITY DISORDER (AD/HD) ___________________________________."— Presentation transcript:
FACILITATIVE/NON-FACILITATIVE FACTORS AND SUCCESS CRITERIA IN THE EDUCATION OF CHILDREN WITH ATTENTION DEFICIT/ HYPERACTIVITY DISORDER (AD/HD) ___________________________________ Edilberto I. Dizon, Ed.D. Professor of Special Education University of the Philippines and SPED Diagnostician-Counselor ChildFind Therapy Center
Among children with disabilities, those with attention deficit/hyperactivity disorder (AD/HD) are often the most misunderstood. This is so because of the atypical behaviors they exhibit despite their ability levels. Such behaviors: hyperactivity, inattention and impulsivity are often not deliberately demonstrated to spite others. These behaviors usually get out control beyond the cognitive and affective levels of the child. Thus, these children are often mislabeled as “bastos”, “makulit”, “walang modo” at “di tinuturuan ng magulang”.
The figure on the next page presents a diagram showing child, home, school and community factors. The specific factors that apply to each individual with AD/HD will significantly determine the success he will achieve in the future. Thus, it is imperative to articulate that success criteria gauging the achievement of an individual at any life phase are attributed to such facilitative or non-facilitative factors.
Home-Related Factors 1. Number of siblings and household members 2. Family dynamics and ideology pertaining to intervention 3. Physical set-up/condition/structure of the home 4. Presence of support service-givers 5. Home routine and involvement of parents and other home members in intervention provision
School-Related Factors 1. School’s interventional ideology and logistics 2. Type of placement program 3. Class size 4. Physical set-up/structure/condition 5. Teacher and staff preparation 6. Preparation of other children and their parents
Community-Related Factors 1. Community expectations 2. Community accommodation 3. Community support
Success Criteria in the Education of Children with AD/HD The following presentation specifies seven (7) life phases: from preschool onto family life. Each phase has a criterion (a priority), its theme, and thereafter, the specific indicators of success in that phase. This life-span model as shown by the figure presents the indicators of success phase by phase. This is, I believe, the best way to see how a growing child with AD/HD can be evaluated (by him/herself or by others) in terms of self-improvement toward self-actualization, self-enhancement and self-fulfillment.
Criterion 1: Behavior Concern Theme: Self-Regulation: From External to Internal Locus of Control Indicators Does the child: 1. sit? 2. attend? 3. focus? 4. comply? 5. perform? 6. finish a task? 7. follow a daily routine?
Criterion 2: Social Concern Theme: Social Reciprocity and Propriety Indicators Does the child: 1. wait for his turn? 2. compromise/defer need gratifications? 3. accept mistakes/defeats graciously? 4. demonstrate stable/manageable moods? 5. handle frustrations? 6. empathize/understand the consequences of his/her behaviors? 7. follow class/home rules? 8. observe expected social standards in different places? 9. perform simple chores responsibly?
Criterion 3: Communication Concern Theme: Verbal Expression and Propriety Indicators Does the child: 1. comprehend instructions/advice/suggestions before reacting impulsively? 2. express feelings verbally rather than get physically demanding/aggressive? 3. complain tactfully rather than throw tantrums and/or dare others? 4. discern/discriminate appropriate verbal reciprocity (e.g., saying polite terms, observing conversation standards/etiquette)? 5. listen to and accommodate suggestions of others? 6. disclose problems to trusted adults – suspending first anger, impulsivity, or defensive behaviors?
Criterion 4: Academic Concern Theme: Focused and Sustained Performance Indicators Does the child: 1. prepare for school readily – without shifting his/her attention from one thing to another? 2. attend and complete his/her classes consistently? 3. participate in group work productively and appropriately? 4. exercise good study habits and skills including organizing notes and personal items? 5. demonstrate intrinsic rather than extrinsic motivation in his/her studies? 6. devote ample time to his/her school work without multitasking? 7. stick to his/her program of study activities without getting distracted?
Criterion 5: Career-Direction Concern Theme: Goal-Directed Performance Indicators Does the adolescent/young adult: 1. set his/her career priorities thoughtfully? 2. pursue a program of study at the tertiary level without shifting from one program to another? 3. utilize available resources in completing school work/requirements? 4. remain organized and systematic including following his/her study routine without getting distracted and resorting to excuses? 5. consult with support service-givers in pursuing his/her program of study and maintaining psychosocial equilibrium?
Criterion 6: Employment Concern Theme: Focused and Sustained Productivity Indicators Does the adult: 1. devote his/her time to his job diligently? 2. complete his/her work on time consistently? 3. input more effort and hardwork into his/her job even without promise of incentives/rewards? 4. work cooperatively – skills-wise and behavior-wise – with co-workers? 5. stick to his/her job without shifting from one job to another by impulse? 6. exercise good leadership as well as followership?
Criterion 7: Towards Raising a Family Theme: Focused and Sustained Sense of Responsibility Indicators Does the adult: 1. remain faithful to his/her partner? 2. assume obligations for rearing and raising his/her children responsibly and properly? 3. spend quality time with his/her family through focused social/recreational/study activities? 4. serve as a role model of patience, impulse control, sense of work closure, and conscientiousness? 5. inspire his/her children to achieve the best they can? 6. plan a future for his/her family rather than just live each day?
We can clearly glean from the conceptual model the uniqueness of each child with AD/HD. Each one will have his own pattern of success phase by phase. Each one will be accountable for his own achievement in life in terms of the specified phase-by-phase indicators. With this life-span conceptual model, an individual can chart and follow through how much he has actualized himself and how much more he can enhance himself toward self-fulfillment!