Trening organizacijskih veščin pri učencu z motnjo pozornosti in hiperaktivnostjo

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2012
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[A. Ganc]
UDK:	376.1-056.47(043.2)
COBISS:	9275209
Št. ogledov:	2805
Št. prenosov:	585
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Organizational skills training for a student with attention deficit and hyperactivity disorder
Sekundarni povzetek:	Implementation functions are skills that include organisation, planning, maintenance of attention, working memory, metacognition and time control. These processes have a significant impact on student’s school performance, since problems in the field of metacognition disable a student to choose appropriate strategies for learning. Troubles in the field of organisation consequently lead to problems with planning of learning time, forgetting of school timetable and relevant accessories for work and to difficulties in planning bigger project works. Developing of organizational skills is one of the key areas of child’s development which significantly affects also other areas of child’s functioning. Some students have well developed organizational skills; others need intensive help and support in developing them. Problems in organizational skills can reflect in different ways: a student forgets the accessories his needs, he doesn’t know, how to start solving the given task or doesn’t complete it, he has problems with time consciousness and forgets the school timetable (Shore 1998). Students with such deficits require systematic help at school work planning, timing of homework and other school activities. A group of students, who have expressive difficulties in terms of organizational skills, are the students with attention deficit and hyperactivity disorder – ADHD (Attention Deficit Hyperactivity Disorder). ADHD is a disturbance, described as an attention deficit and a hyperactive impulsivity that is more common and more serious as it is usual for children at a certain development stage (Kesič-Dimic, 2003). Learning disabilities for students with attention deficit and hyperactivity disorder can be explained in conjunction with three main signs of the ADHD disorder: lack of attention, impulsivity and hyperactivity. All these problems affect the less developed organizational skills. In my diploma thesis I focused on finding strategies, which help to improve learning and organizational skills for a forth class student with attention deficit and hyperactivity disorder. The aim of the empirical part was to prepare and perform training of organizational skills, which included colour classification of school subjects, arrangement of student’s working place at home and at school, arrangement of school accessories, daily and monthly planning of school activities, recording of homework, guidance for daily obligations, making concept cards in subject of natural science, making concept cards in English and elaboration of guidelines for improvement of reading comprehension. Before starting to perform training I obtained the initial assessment of the student’s functioning by using a check list which was completed by the student’s class teacher, his mother and the provider of additional professional assistance, a questionnaire on organizational skills (Do you have good organization skills?, 2011) and a questionnaire to identify learning styles (Memletics learning styles questionnaire, 2011). Based on the assessment I set goals of training and on the basis of planed targets I created the organizational skills training. The training took place from December 2011 to April 2012 three times a week for one school hour during prolonged stay at school after classes. Guided hours were carried out in a structured manner, according to elements set in advance. As the student’s time orientation was very poorly developed, each training hour was based also on developing and improving the time orientation. At the end of March 2011, after finished organizational skills training I repeated the test of organizational skills (Do you have good organization skills?, 2012) and compared the results of initial and final testing. In comparison to initial testing the student has made a significant progress in all fields of organization, especially in the field of time organization and acquired learning strategies. The student will still need assistance to assure greater self-motivation for school work.
Sekundarne ključne besede:	hyperactivity;skill;attention;hiperaktivnost;spretnost;pozornost;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Strani:	96 f.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Organizational skills training for a student with attention deficit and hyperactivity disorder
Ključne besede (ePrints):	motnja pozornosti in hiperaktivnosti (ADHD)
Ključne besede (ePrints, sekundarni jezik):	attention deficit and hyperactivity disorder (ADHD)
Povzetek (ePrints):	Izvršilne funkcije so veščine, ki vključujejo organizacijo, načrtovanje, vzdrževanje pozornosti, delovni spomin, metakognicijo in uravnavanje časa. Ti procesi pomembno vplivajo na učenčeve šolske dosežke, saj lahko težave na področju metakognicije učencu onemogočajo izbiro ustreznih strategij za učenje, težave na področju organizacije pa vodijo do težav s časovnim načrtovanjem učenja, pozabljanja šolskega urnika, ustreznih pripomočkov za delo in težave pri načrtovanju daljših projektnih nalog. Razvijanje organizacijskih veščin je eno od ključnih področij otrokovega razvoja, ki pomembno vpliva tudi na ostala področja otrokovega funkcioniranja. Nekateri učenci imajo dobro razvite organizacijske veščine, drugi potrebujejo intenzivno pomoč in podporo pri razvijanju le-teh. Težave na področju organizacijskih veščin se lahko kažejo na različne načine: učenec pozabi na pripomočke, ki jih potrebuje, ne ve, kje bi se lotil dan naloge, ali je ne dokonča, ima težave s časovnim zavedanjem ter pozablja šolski urnik (Shore 1998). Učenci s takimi primanjkljaji potrebujejo sistematično pomoč pri načrtovanju šolskih nalog, časovni razporeditvi nalog in ostalih šolskih obveznosti. Skupina učencev, ki ima izrazite težave na področju organizacijskih veščin, so učenci z motnjo pozornosti in hiperaktivnostjo – ADHD (Attention Deficit Hyperactivity Disorder). ADHD je motnja, opisana kot pomanjkljiva pozornost in hiperaktivna impulzivnost, ki je pogostejša in resnejša, kot je to običajno za otroke na določeni razvojni stopnji (Kesič-Dimic, 2003). Učne težave učencev z motnjo pozornosti in hiperaktivnostjo se pojavljajo na kontinuumu od blažjih, enostavnih do izrazitih in kompleksnih. Učne težave učencev z motnjo pozornosti in hiperaktivnostjo lahko pojasnimo v povezavi s tremi glavnimi znaki ADHD motnje: pomanjkljiva pozornost, impulzivnost in hiperaktivnost. Vse te težave vplivajo na slabše razvite organizacijske veščine. V diplomskem delu sem se osredotočila na iskanje strategij, ki pripomorejo k izboljšanju učnih in organizacijskih spretnosti pri učencu 4. razreda z motnjo pozornosti in hiperaktivnostjo. Cilj empiričnega dela je bil izboljšanje otrokovih organizacijskih veščin s treningom, ki je vključeval barvno razdelitev pripomočkov za šolske predmete, ureditev učenčevega delovnega prostora doma in v šoli, ureditev šolskih potrebščin, dnevno in mesečno načrtovanje šolskih aktivnosti, beleženje domačih nalog, napotke dnevnih obveznosti, izdelavo pojmovnih kartic pri predmetih naravoslovje in angleščina ter izdelavo smernic za izboljšanje bralnega razumevanja. Pred začetkom izvajanju treninga sem s pomočjo ček liste (izpolnile so jo učenčeva razredničarka, mama in izvajalka dodatne strokovne pomoči), vprašalnika o organizacijskih veščinah (Do you have good organization skills?, 2011) ter vprašalnika za ugotavljanje učnih stilov (Memletics learning styles questionnaire, 2011) pridobila začetno oceno učenčevega funkcioniranja. Na podlagi ocene sem zastavila cilje treninga ter na podlagi načrtovanih ciljev oblikovala trening organizacijskih veščin. Od decembra 2011 do aprila 2012 je na šoli v času podaljšanega bivanja potekal trening trikrat na teden po eno šolsko uro. Vodene ure so potekale strukturirano, po že v naprej določenih elementih. Ker je imel učenec zelo šibko razvito časovno orientacijo, je vsaka ura treninga temeljila tudi na razvijanju in izboljšanju časovne orientacije. Po končanem treningu organizacijskih veščin sem ob koncu marca 2011 ponovno izvedla test organizacijskih veščin (Do you have good organization skills?, 2012) ter primerjala rezultate začetnega in končnega testiranja. Učenec je v primerjavi z začetnim testiranjem dosegel velik napredek na vseh področjih organizacije, predvsem na področju časovne organiziranosti in pridobljenih učnih strategij. Učenec bo še vedno potreboval pomoč pri razvijanju večje samomotivacije v učnem procesu.
Povzetek (ePrints, sekundarni jezik):	Implementation functions are skills that include organisation, planning, maintenance of attention, working memory, metacognition and time control. These processes have a significant impact on student’s school performance, since problems in the field of metacognition disable a student to choose appropriate strategies for learning. Troubles in the field of organisation consequently lead to problems with planning of learning time, forgetting of school timetable and relevant accessories for work and to difficulties in planning bigger project works. Developing of organizational skills is one of the key areas of child’s development which significantly affects also other areas of child’s functioning. Some students have well developed organizational skills; others need intensive help and support in developing them. Problems in organizational skills can reflect in different ways: a student forgets the accessories his needs, he doesn’t know, how to start solving the given task or doesn’t complete it, he has problems with time consciousness and forgets the school timetable (Shore 1998). Students with such deficits require systematic help at school work planning, timing of homework and other school activities. A group of students, who have expressive difficulties in terms of organizational skills, are the students with attention deficit and hyperactivity disorder – ADHD (Attention Deficit Hyperactivity Disorder). ADHD is a disturbance, described as an attention deficit and a hyperactive impulsivity that is more common and more serious as it is usual for children at a certain development stage (Kesič-Dimic, 2003). Learning disabilities for students with attention deficit and hyperactivity disorder can be explained in conjunction with three main signs of the ADHD disorder: lack of attention, impulsivity and hyperactivity. All these problems affect the less developed organizational skills. In my diploma thesis I focused on finding strategies, which help to improve learning and organizational skills for a forth class student with attention deficit and hyperactivity disorder. The aim of the empirical part was to prepare and perform training of organizational skills, which included colour classification of school subjects, arrangement of student’s working place at home and at school, arrangement of school accessories, daily and monthly planning of school activities, recording of homework, guidance for daily obligations, making concept cards in subject of natural science, making concept cards in English and elaboration of guidelines for improvement of reading comprehension. Before starting to perform training I obtained the initial assessment of the student’s functioning by using a check list which was completed by the student’s class teacher, his mother and the provider of additional professional assistance, a questionnaire on organizational skills (Do you have good organization skills?, 2011) and a questionnaire to identify learning styles (Memletics learning styles questionnaire, 2011). Based on the assessment I set goals of training and on the basis of planed targets I created the organizational skills training. The training took place from December 2011 to April 2012 three times a week for one school hour during prolonged stay at school after classes. Guided hours were carried out in a structured manner, according to elements set in advance. As the student’s time orientation was very poorly developed, each training hour was based also on developing and improving the time orientation. At the end of March 2011, after finished organizational skills training I repeated the test of organizational skills (Do you have good organization skills?, 2012) and compared the results of initial and final testing. In comparison to initial testing the student has made a significant progress in all fields of organization, especially in the field of time organization and acquired learning strategies. The student will still need assistance to assure greater self-motivation for school work.
Ključne besede (ePrints, sekundarni jezik):	attention deficit and hyperactivity disorder (ADHD)
ID:	8310417