Intensifying Reading Instruction for Students With Attention-Deficit/Hyperactivity Disorder: Practices to Support Classroom Instruction and Family–School Collaboration

Roberts, Garrett J.; Miller, Gloria E.; Watts, Gavin W.; Malala, Dina K.; Amidon, Brigette; Strain, Phil

doi:10.1177/1074295620902471

Cited by 2 publications

(2 citation statements)

References 32 publications

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“…Selain itu juga, siswa ADHD salah dalam menyebutkan cirri-ciri bangun segitiga dan lingkaran padahal ketiga subjek tersebut mampu menjawab soal yang diberikan dengan benar. Hal tersebut terjadi karena siswa ADHD kesulitan dalam membaca sehingga berdampak pada kesulitan dalam memberikan kesimpulan (de Jongh & Wium, 2021;Roberts et al, 2020). Oleh sebab itu, berbagai intervensi diperlukan di rumah dan di sekolah untuk mendukung anak-anak dengan ADHD agar anak ADHD dapat mengatasi kesulitan tantangan jangka panjang dalam hidup (İlik et al, 2021;Lauzé, 2020;Poznanski et al, 2021).…”

Section: Pembahasanunclassified

Proses Berpikir Siswa Berkebutuhan Khusus Dalam Pemecahan Masalah Matematika Menggunakan Alat Peraga

Nuraya¹,

Hastuti²,

Susandi³

2022

Sigma

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This study aims to describe the thinking process of Attention Deficit Hyperactivity disorder (ADHD) students in solving mathematical problems using teaching aids. This research is a qualitative research that uses a descriptive research methodology. The subjects of this study were students at one of the Special Schools (SLB) in Cirebon City as many as 3 ADHD students who had received learning using visual aids. Then the subject selection technique used purposive sampling technique. The main instrument in this research is the researcher himself. Auxiliary instrument in this research is math problem in essay form. Data collection techniques using interview and test techniques. The data analysis techniques in this study consist of: (1) classifying the data, (2) presenting the data, and (3) concluding the data that has been obtained. The results showed that the thinking processes of ADHD students: (1) ADHD students can form understanding when answering questions about flat shapes; (2) ADHD students are not able to repeat the answers that have been obtained; (3) ADHD students are unable to use other strategies in solving given math problems; (4) ADHD students are not able to give reasons for the answers that have been obtained on the written answer sheet; and (5) ADHD students cannot give the correct conclusion on the answers that have been obtained.

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Section: Pembahasanunclassified

Proses Berpikir Siswa Berkebutuhan Khusus Dalam Pemecahan Masalah Matematika Menggunakan Alat Peraga

Nuraya¹,

Hastuti²,

Susandi³

2022

Sigma

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“…Peer-mediated interventions can take many forms and can support both academic and social-emotional skills for students with challenging behaviors (Roberts et al, 2020). One specific model, CAT-EBD, has become supported by an ever-growing research base, which suggests effectiveness in promoting academic and social skills of students with EBD (Okilwa & Shelby, 2010).…”

Section: Students As Cross-age Tutorsmentioning

confidence: 99%

Training, Supervising, and Supporting Students With Emotional–Behavioral Disorders as Cross-Age Tutors

Watts

McKenna

2021

Intervention in School and Clinic

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Students with emotional and behavioral disorders (EBD) are frequently on the receiving end of intervention models (e.g., social skills training) in which targeted skills are modeled and practiced in unnatural arrangements (i.e., teacher-lead). Special educators consistently report a need for effective interventions and instructional arrangements that promote social-behavioral skills of students with EBD in natural learning environments (i.e., with peers). When students with EBD are provided the opportunity to serve in the role of tutor (i.e., on the instructional delivery end of the model), increases in academic and behavioral skills have been found for both tutors and tutees. This article provides an overview of effective procedures and considerations for training, supervising, and supporting students with EBD as cross-age tutors.

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Intensifying Reading Instruction for Students With Attention-Deficit/Hyperactivity Disorder: Practices to Support Classroom Instruction and Family–School Collaboration

Cited by 2 publications

References 32 publications

Proses Berpikir Siswa Berkebutuhan Khusus Dalam Pemecahan Masalah Matematika Menggunakan Alat Peraga

Proses Berpikir Siswa Berkebutuhan Khusus Dalam Pemecahan Masalah Matematika Menggunakan Alat Peraga

Training, Supervising, and Supporting Students With Emotional–Behavioral Disorders as Cross-Age Tutors

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