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1.
儿童学习障碍不仅仅是一种认知障碍,同时还有心理行为方面的问题,包括：多动和注意缺陷、焦虑和抑郁、攻击和违纪,以及社会交往不良等。造成上述现象的主要原因有学习障碍儿童自我概念较低、家庭不良环境影响等。教育者可以通过认知训练、合作学习以及塑造新行为等策略干预和矫正学习障碍儿童的心理行为问题,从而提高他们的心理健康水平。 相似文献
2.
学习障碍儿童智力正常,但在听、说、读、写、算等学习能力上明显落后,并导致了智力与学习成绩的不匹配。学习障碍主要包括阅读障碍、书写障碍、写作障碍、注意缺陷多动障碍等。它们机制不同、表现各异,但都对学习造成了严重的不利影响。目前,对于学习障碍儿童的干预主要包括心理干预、行为训练和认知训练三个方面。 相似文献
3.
国内外对注意缺损多动障碍（ADHD）的研究日趋重视。本介绍了这方面的研究状况及ADHD儿童的学习困难问题，同时讨论了改善和促进其学习效能的教育原理与干预策略。 相似文献
4.
注意缺陷多动障碍儿童在社交方面存在显著困难,教育干预对其提高人际交往技能和社会适应性具有显著作用.该领域的研究主要集中在注意缺陷多动障碍儿童社交问题的家庭干预、群体干预、综合干预方面.后继研究应扩大研究对象的类型,进一步提高干预的可迁移性. 相似文献
5.
杜亚松 《中小学心理健康教育》2004,(11):9-9,13
注意缺陷多动障碍(下简称ADHD)是发生于儿童期最常见的一类行为问题，学龄期儿童的患病率在3％～5％之间，主要表现为注意力缺陷或注意短暂、活动过多与行为冲动三大症状，并常常伴有学习困难、品行障碍和情绪问题，部分病例的症状可以持续到成人期。 相似文献
6.
浅谈儿童学习障碍 总被引：1，自引：0，他引：1
杨海珍 《辽宁师专学报(社会科学版)》2006,(3):68-68,75
学习障碍是儿童各类障碍中比较常见的一种障碍。本文从我国、美国、日本三个角度分别界定了学习障碍的含义；探讨了生物学因素及语言与心理认知因素是日前引起学习障碍的原因；介绍了行为干预模式、认知一行为干预模式、合作学习模式、神经系统功能的训练及生物与药物治疗五种干预学习障碍的措施。 相似文献
7.
【案例背景】
注意缺陷多动障碍是儿童期常见的一种心理行为障碍,患病率在1％～10％之间。注意缺陷多动障碍通常表现为在认知参与的活动中注意力不集中,注意缺乏持久性,活动量多且经常变换内容,行为冲动、唐突、不顾及后果。通常起病于6岁以前,在幼儿园学习生活中症状明显。 相似文献
8.
父母训练是基于家庭与儿童之间紧密的关系特点发展起来的干预方式。父母经过专业培训师技能培训,较好地提高了对注意缺陷多动障碍儿童认知度,充分理解问题行为产生的原因,掌握应对的方法,在日常生活中对儿童问题行为进行矫正,最大程度地发展儿童的潜能,同时改善家庭关系,提高父母自信心,创造良好的家庭功能。注意缺陷多动障碍儿童父母训练研究受到关注,注重父母训练与其他干预方式的结合研究成为趋势。建议注重父母培训长期效果研究,注重父母训练与相关干预方式的结合,注重父母训练中的个体差异研究。 相似文献
9.
近年来国内学习障碍儿童认知特征研究综述 总被引：3，自引：0，他引：3
学习障碍已成为当今学龄儿童常见的问题,并引起国内外各界研究者的高度重视。本文从视觉-空间认知缺陷、言语理解表达不足、注意集中困难、汉字再认困难、抽象信息的感知、加工处理能力受损几个方面对近年言语型学习障碍儿童认知特征的研究进行了分析,并从视觉-运动和空间认知障碍、神经心理缺陷、精神运动能力及性格、行为缺陷、社会认知缺陷几个方面对非言语型学习障碍儿童认知特征的研究进行述评。 相似文献
10.
关于注意缺陷多动障碍的诊断及治疗进展的研究 总被引：3，自引：0，他引：3
注意缺陷多动障碍(ADHD)是儿童期最为常见的、最复杂的心理与行为障碍之一,对儿童本身、家庭、学校、乃至社会都会产生不良影响.因此,从注意缺陷多动障碍的定义及症状、诊断、病因、发病机制和治疗与干预等几个方面对该领域的研究加以分析,以期为诊断和治疗注意缺陷多动障碍提供帮助. 相似文献
11.
针对高中生考后的不良认知,选择认知行为疗法进行心理干预和疏导可以纠正学生不良的认知行为,提升其增强战胜困难的信心,提高学习质量. 相似文献
12.
James H. Pitts 《Clearing house (Menasha, Wis.)》2013,86(5):197-199
Dealing with student behavior is often cited as one of the most frustrating aspects of teaching, yet many classroom teachers receive no pre-service training in the basics of behavior management. This article describes the process of implementing a quick behavioral analysis for the purpose of designing a basic intervention. It will provide general education teachers with the means to choose the appropriate interventions when behavioral problems occur in their classrooms. 相似文献
13.
This study examined the effectiveness of a structured problem-solving process, peer collaboration, as a means of assisting classroom teachers in developing and implementing alternative interventions for students with mild learning and behavior problems. The study included 48 elementary and junior high school teachers in the intervention group and 43 elementary school teachers in a comparison group. Results indicate that teachers in the intervention group increased their tolerance for the range of students' cognitive abilities. These teachers reconceptualized their understandings of classroom problems and successfully implemented interventions for 86% of the 70 problems they attempted to solve. 相似文献
14.
目的:探讨心理行为训练对大学生意志品质的影响。方法:采用自编大学生意志品质量表,对参加心理行为训练的38名大学生进行测查。结果:①干预组在前测、后测中,其果断性因子、自觉性因子、自制力因子和总均分都无显著差异(P0.05),而在坚韧性因子存在显著差异(P0.05);②对照组在前测、后测中,各项因子得分和总均分均无显著差异(P0.05);③在及时后测中,干预组与对照组相比,意志品质各因子均存在显著差异(P0.05),总均分差异极其显著(P0.01);④在长效后测中,干预组和对照组在自觉性因子和总均分上存在显著差异(P0.05),在果断性、坚韧性和自制力上无显著差异(P0.05)。结论:心理行为训练能有效提高大学生意志品质水平,可广泛应用于高校大学生意志品质教育和心理健康教育。 相似文献
15.
Ann-Mari Knivsberg Synnøve Iversen Magne Nødland Karl-L Reichelt 《British Journal of Special Education》2007,34(1):10-18
Problem behaviour hampers learning and the normal development of skills and competencies. The children in focus in this article from Norway are six-year-olds with persistent problem behaviour. Early identification of these children is imperative for the implementation of structured educational interventions. Knowledge about their behaviour and skills is therefore important. The aim of the study reported here by Ann-Mari Knivsberg, professor of special education at the National Centre for Reading Education and Research at the University of Stavanger, Synnøve Iversen, physiotherapist and research fellow at the University of Bergen, Magne Nødland, speech therapist and special educator, and Karl-L Reichelt, senior consultant and researcher at the Paediatric Research Institute at the National Hospital in Oslo, was to assess the participants' behaviour and their cognitive, linguistic and motor skills and to correlate behaviour and skills. The participants were 31 children enrolled in a 'high-risk' programme for children with problem behaviour. Standardised test materials were used to obtain information on their behaviours and skills. Social problems, attention problems, anxiety and depressive traits were the most frequently reported behavioural problems. Linguistic delay, lower than normal cognitive scores and severe motor co-ordination difficulties were also detected. Correlations were found between various behavioural traits and between the behaviour and the skills. Attention problems were most frequently correlated to cognitive, linguistic and motor functioning. At the end of their article, the authors call for multi-disciplinary approaches to the design of future assessment and intervention strategies and to further research into the effectiveness of available screening instruments and intervention programmes. 相似文献
16.
采用心理健康诊断测验对641名初中生进行调查,包括学困生290名,普通生351名。结果表明：（1）学困生在学习焦虑、对人焦虑、过敏倾向和冲动倾向4个方面的心理健康状况比普通生差;（2）学困男生在学习焦虑、恐怖倾向和冲动倾向3个方面的表现比学困女生好;（3）学困生心理健康状况的年级差异不显著。针对学困生心理健康水平的现状,应结合学生本人、教师和家庭这三个不同的群体对其心理健康进行有效的干预,以提高他们的心理健康水平。 相似文献
17.
18.
《Australian Journal of Learning Difficulties》2013,18(2):171-183
This article focuses on the cognitive factors that impact on students in the middle school years experiencing learning difficulties in basic mathematics. It begins with a review of selected literature providing information about the learning difficulties in mathematics. Focus then shifts to an implementation of the QuickSmart intervention. QuickSmart is a basic academic skills intervention designed for persistently low-achieving middle-years' students. In this small-scale study, 12 middle school students experiencing learning difficulties participated in the QuickSmart mathematics program. Comparisons are made between the mathematics progress of the intervention group and eight average-achieving peers. The results indicate that on measures of response speed and accuracy QuickSmart participant students were able to narrow the gap between their performance and that of their average-achieving peers. Further, on standardized tests of more general mathematical knowledge, participant students improved significantly from pre-test to post-test. Implications are drawn regarding the importance of interventions that emphasize automaticity in basic mathematics for middle years students with learning difficulties. 相似文献
19.
《Australian Journal of Learning Difficulties》2013,18(1):13-34
Children with general learning difficulties commonly show lower school success and have a slower rate of learning. They show limited and inefficient strategy use in all kinds of tasks. Efficient strategy use requires a certain degree of metacognitive knowledge and executive control. A sample of 16 children (ages 8 to 12) with learning difficulties participated in a 3-month metacognitive training intervention that alternated between curriculum-related and curriculum-unrelated tasks. The children were indirectly taught cognitive and metacognitive strategies by means of guided prompting. The application of the strategies and the children's metacognitive knowledge were evaluated through observation of their behavior and verbalizations. Children showed progress in strategy use and metacognitive knowledge in both types of tasks, but it was only in the more concrete strategies that a positive correlation was found between application and quality of reflection. It is hypothesized that children perceived these concrete strategies to be of most practical value and they were therefore able to reflect most accurately on their use. 相似文献
20.
Marja Vauras Riitta Kinnunen Tiina Rauhanummi 《European Journal of Psychology of Education - EJPE》1999,14(4):555-569
In the present study, the role of metacognition in the context of integrated strategy intervention was examined. The integrated
strategy training in reading comprehension, mathematics, and metacognition was carried out over a period of seven months with
young 9–10-years-old, 3rd grade elementary school students with learning problems. A pretest-post test design with matched
intervention and control groups was applied. Before the intervention, these students and all their classmates had been followed
up through 1st to 3rd grade, and tested with multiple cognitive and metacognitive tasks each year. The results showed that
early, 1st grade, cognitive-metacognitive differences were strongly associated with later problem solving and reading comprehension
proficiency, thus confirming the importance of reading comprehension strategies and metacognition in mathematical problem
solving. Further, marked training effects were found. The growth of metacognitive awareness, experiences and self-regulation
were observed on the basis of behaviour analyses during the intervention and of post-intervention interviews. However, despite
significant training effects, students who were resistant and those who were responsive to training were identified. The results
showed that early metacognitive proficiency is closely associated with the responsiveness to training efforts. The nature
of metacognitive experiences and the early teaching of metacognitive awareness and self-regulation are emphasised in the conclusions. 相似文献