Effectiveness of Family, Child and Family-Child Based Intervention on ADHD Symptoms in Iranian Students with ADHD

Malekpour, Mokhtar; Hadi, Samira; Aghababaei, Sara

doi:10.5539/ijps.v7n2p31

Cited by 3 publications

(8 citation statements)

References 27 publications

(23 reference statements)

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“…Family conditions are in a stressful position when it takes a lot of time to take care of children with ID conditions, resulting in parents being hopeless and confused to make structured exercise planning. Actually, the source of hope for the future of the next generation is within the family (Barnes et al, 2014;Malekpour et al, 2015). Confusion of the parents needs to be accommodated by the schools by being accompanied to arrange together with the schools.…”

Section: Discussionmentioning

confidence: 99%

“…Parents escort their children to special schools in the hope that their children have some competency, especially academic, independence and vocational competence. The family's expectations are urgent and critical support of motivation for parents in developing functional programmes for intellectual disability (ID) children is required (Barnes et al, 2014;Malekpour et al, 2015). Alnahdi (2014) found that the teacher in the study had the necessary skills and abilities to ensure successful transitions.…”

Section: Introductionmentioning

confidence: 99%

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Parents’ training needs for intellectual disability learning about daily life activities

Mumpuniarti

Ishartiwi

Azizah

et al. 2021

CJES

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This study aims to explore the training needs of parents for the future of children with intellectual disabilities (ID). The survey research method is used in this study. The questionnaire was used as a guide for parents, and then every chosen programme required by the parents was mentioned in the interview. Data analysis was carried out by categorising parental training needs into four domains of daily activities. The respondents were eight parents who needed training on the programmes of daily activities in order to train their children with ID at home. The findings show that those parents have still not been able to express their rights to convey their needs. Likewise, when they are invited to arrange the structure of the workout schedule at home, they still respond passively. The conclusion is that schools should start to explore the needs of daily activities programmes and develop learning programmes with parents. Keywords: Parents’ training, intellectual disability, learning.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Parents’ training needs for intellectual disability learning about daily life activities

Mumpuniarti

Ishartiwi

Azizah

et al. 2021

CJES

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“…[2, pp. [3][4][5][6] In addition, some policies on care have been issued to strengthen family-based care for children with disabilities, e.g. The 2010 Operational Guidelines for Child Welfare and the 2015 Models of Family-and-Society-Based Protection and Social Rehabilitation for Children with Disabilities issued by the Ministry of Social Affairs.…”

Section: Introductionmentioning

confidence: 99%

“…On the other hand, Malekpour et al [5] argues that family-child based intervention can help child control his/her behavior, and at the same time help parents understand how they should behave toward their children. Thus, the two elements help cure ADHD symptoms among the children.…”

Section: Introductionmentioning

confidence: 99%

Family-based care for children with disabilities in South Tangerang City.

Dyawati¹,

Sukmawati²

2018

Proceedings of the International Conference on Diversity and Disability Inclusion in Muslim Societies (ICDDIMS 2017)

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In Indonesia there is a paradigm shift from institution-based care to family-based care. The paradigm shift led to a new regulation that requires all institution-based systems to strengthen and develop an alternative family-based care system. There are not many institution-based care systems for supporting family-based care programs for disabled children. This article explores family support services for families with disabled children in South Tangerang, Indonesia. The study describes challenges and issues, and focuses on efforts of Sayap Ibu Foundation to strengthen the families' capabilities to survive and prepare better futures for their disabled children. The research used a qualitative-descriptive approach by interviewing four staff, six families with children with disabilities, and six community members. The study finds that family-support services have not been able to deliver services and provide the rights appropriate for the significant numbers of children with disabilities. The limited services were caused by scarcity of human resources even though there are volunteers to help support families with disabled children. The result of the study concludes that there is a critical need for communitybased care programs to strengthen support for the families with disabled children to make them feel socially included in society.

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“…• school/home collaboration, such as using a communication notebook, using a daily report card, providing clearly written instructions on takehome assignments, and scheduling parent/teacher conferences CDC, 2020;Center for Children and Families, (n.d.); Kim et al, 2013;Malekpour et al, 2014; • parental supports, such as providing education on appropriate discipline strategies, referring to agencies for support, and providing essential items Center for Children and Families, (n.d.); • therapies, such as cognitive behavior therapy and group social therapy Center for Children and Families, (n.d.); Swank & Smith-Adcock, 2018)…”

Section: School-based Interventionsmentioning

confidence: 99%

Teacher perceptions of ADHD causality implication for educational leaders

Bartels¹

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Students who exhibit behaviors commonly associated with Attention Deficit Hyperactivity Disorder (ADHD) are at risk for academic struggles and impaired relationships, often needing targeted interventions to be successful. While research supports the need for using interventions to improve classroom performance for students impacted by ADHD, it does not show if there is a relationship between the interventions a teacher uses or believes are effective and a teacher's perception of ADHD causality. Therefore, this study examined if there was a relationship. The data showed when a teacher feels something in the student's body is causing symptoms of ADHD, they are more willing to provide school-based supports. The data also showed when a teacher feels the child has more of a choice in their behaviors, the teacher is less likely to provide school-based supports. The data also showed that as the teacher's perception of a biological cause increased, they assumed more responsibility in providing interventions for the student. In addition, as the teacher's perception of an environmental cause increased, they placed increased responsibility on the child's family for interventions. Administrators can best support students impacted by ADHD by being proactive in advocating for stronger family and community partnerships and ensuring school-based interventions are being used with fidelity.

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Effectiveness of Family, Child and Family-Child Based Intervention on ADHD Symptoms in Iranian Students with ADHD

Cited by 3 publications

References 27 publications

Parents’ training needs for intellectual disability learning about daily life activities

Parents’ training needs for intellectual disability learning about daily life activities

Family-based care for children with disabilities in South Tangerang City.

Teacher perceptions of ADHD causality implication for educational leaders

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