Uporaba funkcionalne ocene vedenja pri otroku z ADHD in znižanimi kognitivnimi potenciali

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2012
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[J. Furdi]
UDK:	376.1(043.2)
COBISS:	9598281
Št. ogledov:	1938
Št. prenosov:	321
Ocena:	0 (0 glasov)
Metapodatki:

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Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	The use of functional behavioural assessment in treating a child with adhd and weak cognitive potential
Sekundarni povzetek:	In my diploma thesis I dealt with functional behavioural assessment used on a student with attention deficit hyperactivity disorder (ADHD) and weak cognitive control. In the theoretical part I introduced the basic characteristics of attention deficit hyperactivity disorder (ADHD) and functional behavioural assessment (FBA). At the centre of my concern was the ADHD phenomenon in school-age children, as the symptoms and sway of the disorder are usually the most conspicuous at that age. Children with attention deficit hyperactivity disorder demonstrate numerous difficulties behaviour-wise, which in turn causes poor quality interaction of the child with their environment. Different experts in the field of mental health care have come up with various approaches to milden or replace the inappropriate behaviour with that which is socially more effective. One of such approaches is the functional behavioural assessment, an informal assessment technique intended for systematic gathering and analysis of information necessary when creating a positive behavioural intervention plan. In the empirical part of my thesis, in the form of a study, I tested the applicability and effectiveness of the functional behavioural assessment on an eighth-grader. The student had been diagnosed with attention deficit hyperactivity disorder and weak cognitive control, and had been put on an adjusted study program accordingly. The object of my concern was whether a systematic definition of (in)appropriate behaviours and environment factors, which influence the occurrence of a behaviour, offers insight into a possible cause of an inappropriate behaviour in the student observed. I was also curious to see if an inappropriate behaviour could be replaced with a more appropriate and socially preferred behaviour with the help of a behavioural intervention plan created on the basis of conclusions gathered from the functional behavioural assessment. Using the formal steps of FBA, I analysed the inappropriate behaviours and made assumptions about possible reasons for a behaviour and its function. On the basis of my conclusions I created a behavioural intervention plan for the student to be systematically carried out in the period of two weeks. After it was carried out, the short-term and long-term effectiveness of the behavioural intervention plan was evaluated. The functional behavioural assessment helped to establish a short-term effective behavioural intervention plan for the observed student, who was then able to replace his inappropriate behaviour during school lunch break with that which is more appropriate. Behaviour change was visible and positive immediately after the behavioural intervention plan was applied. Long-term effectiveness was not confirmed. In the conclusion I evaluated the performance of the behavioural intervention plan and emphasised those features that might or should be improved.
Sekundarne ključne besede:	hyperactivity;behaviour disorder;hiperaktivnost;motnje vedenja;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Oddelek za specialno in rehabilitacijsko pedagogiko
Strani:	88 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	The use of functional behavioural assessment in treating a child with adhd and weak cognitive potential
Ključne besede (ePrints):	motnja pozornosti in hiperaktivnosti (ADHD)
Ključne besede (ePrints, sekundarni jezik):	Attention deficit hyperactivity disorder (ADHD)
Povzetek (ePrints):	V diplomskem delu sem obravnavala uporabo funkcionalne ocene vedenja pri učencu z motnjo pozornosti in hiperaktivnosti (ADHD) ter znižanimi kognitivnimi potenciali. V teoretičnem delu sem predstavila osnovne značilnosti motnje pozornosti in hiperaktivnosti (ADHD) ter funkcionalno oceno vedenja (FOV). Predvsem sem bila osredotočena na fenomen ADHD pri otrocih v obdobju šolanja, saj so znaki in vplivi motnje v tem obdobju običajno najbolj izraziti. Otroci z motnjo pozornosti in hiperaktivnosti imajo številne težave na področju vedenja, zaradi česar prihaja do manj ustreznih odnosov otroka z okoljem. Različni strokovnjaki s področja varovanja duševnega zdravja so oblikovali različne pristope za zmanjševanje ali nadomeščanje neprimernega vedenja s socialno bolj učinkovitim. Eden izmed takšnih pristopov je funkcionalna ocena vedenja, neformalna ocenjevalna tehnika namenjena sistematičnemu zbiranju in analizi informacij, potrebnih za načrtovanje pozitivnega vedenjskega načrta. V empiričnem delu sem v obliki študije primera preizkusila uporabnost in učinkovitost funkcionalne ocene vedenje pri učencu 8. razreda osnovne šole s prilagojenim programom, ki ima diagnosticirane motnje pozornosti in hiperaktivnost ter znižane kognitivne potenciale. Zanimalo me je, ali sistematična opredelitev (ne)primernega vedenja ter okoljskih dejavnikov, ki vplivajo na pojavljanje vedenja, pomaga pri razumevanju možnega vzroka neprimernega vedenja pri obravnavanem učencu in ali lahko s pomočjo podpornega načrta vedenja, načrtovanega na osnovi ugotovitev izvedene funkcionalne ocene vedenja, neprimerno vedenje nadomestimo s primernejšim, socialno bolj zaželenim. S pomočjo predpisanih korakov FOV sem analizirala neprimerno vedenje in oblikovala hipoteze o vzrokih in funkciji vedenja. Na osnovi ugotovitev sem za učenca načrtovala podporni vedenjski načrt, ki sem ga sistematično izvajala v obdobju dveh tednov. Po izvedbi sem ovrednotila kratkoročno in dolgoročno učinkovitost izvedenega podpornega načrta. Funkcionalna ocena vedenja je pri obravnavanem učencu pripomogla k načrtovanju kratkoročno učinkovitega podpornega vedenjskega načrta, s pomočjo katerega je učenec svoje neprimerno vedenje ob velikih odmorih nadomesti s primernejšim. Spremembe v vedenju so bile opazne in pozitivne neposredno po izvedenem podpornem načrtu vedenja. Dolgoročne učinkovitosti pa nisem potrdila. V zaključku sem ovrednotila izvedbo podpornega načrta vedenja in poudarila elemente, ki bi jih bilo možno in potrebno izboljšati.
Povzetek (ePrints, sekundarni jezik):	In my diploma thesis I dealt with functional behavioural assessment used on a student with attention deficit hyperactivity disorder (ADHD) and weak cognitive control. In the theoretical part I introduced the basic characteristics of attention deficit hyperactivity disorder (ADHD) and functional behavioural assessment (FBA). At the centre of my concern was the ADHD phenomenon in school-age children, as the symptoms and sway of the disorder are usually the most conspicuous at that age. Children with attention deficit hyperactivity disorder demonstrate numerous difficulties behaviour-wise, which in turn causes poor quality interaction of the child with their environment. Different experts in the field of mental health care have come up with various approaches to milden or replace the inappropriate behaviour with that which is socially more effective. One of such approaches is the functional behavioural assessment, an informal assessment technique intended for systematic gathering and analysis of information necessary when creating a positive behavioural intervention plan. In the empirical part of my thesis, in the form of a study, I tested the applicability and effectiveness of the functional behavioural assessment on an eighth-grader. The student had been diagnosed with attention deficit hyperactivity disorder and weak cognitive control, and had been put on an adjusted study program accordingly. The object of my concern was whether a systematic definition of (in)appropriate behaviours and environment factors, which influence the occurrence of a behaviour, offers insight into a possible cause of an inappropriate behaviour in the student observed. I was also curious to see if an inappropriate behaviour could be replaced with a more appropriate and socially preferred behaviour with the help of a behavioural intervention plan created on the basis of conclusions gathered from the functional behavioural assessment. Using the formal steps of FBA, I analysed the inappropriate behaviours and made assumptions about possible reasons for a behaviour and its function. On the basis of my conclusions I created a behavioural intervention plan for the student to be systematically carried out in the period of two weeks. After it was carried out, the short-term and long-term effectiveness of the behavioural intervention plan was evaluated. The functional behavioural assessment helped to establish a short-term effective behavioural intervention plan for the observed student, who was then able to replace his inappropriate behaviour during school lunch break with that which is more appropriate. Behaviour change was visible and positive immediately after the behavioural intervention plan was applied. Long-term effectiveness was not confirmed. In the conclusion I evaluated the performance of the behavioural intervention plan and emphasised those features that might or should be improved.
Ključne besede (ePrints, sekundarni jezik):	Attention deficit hyperactivity disorder (ADHD)
ID:	8311323