Treating a child with Attention Deficit / Hyperactivity Disorder in the classroom

dc.contributor.author	Κάκουρος, Ευθύμιος	el
dc.contributor.author	Μανιαδάκη, Κατερίνα	el
dc.date.accessioned	2015-04-23T15:29:23Z
dc.date.issued	2015-04-23
dc.identifier.uri	http://hdl.handle.net/11400/8766
dc.rights	Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Όχι Παράγωγα Έργα 3.0 Ηνωμένες Πολιτείες	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/3.0/us/	*
dc.source	http://www.ispaweb.org/	en
dc.source	http://www.arsi.gr	en
dc.subject	Διάσπαση προσοχής
dc.subject	Αποκλίνουσα συμπεριφορά
dc.subject	Εκπαίδευση
dc.subject	Distractibility
dc.subject	Divergent behavior
dc.subject	Education
dc.title	Treating a child with Attention Deficit / Hyperactivity Disorder in the classroom	en
heal.type	conferenceItem
heal.classification	Child psychology
heal.classification	Attention-deficit hyperactivity disorder
heal.classification	Παιδική ψυχολογία
heal.classification	Διαταραχή ελλειμματικής προσοχής - υπερκινητικότητα
heal.classificationURI	http://id.loc.gov/authorities/subjects/sh85023380
heal.classificationURI	http://id.loc.gov/authorities/subjects/sh85063661
heal.classificationURI	N/A-Παιδική ψυχολογία
heal.classificationURI	N/A-Διαταραχή ελλειμματικής προσοχής - υπερκινητικότητα
heal.dateAvailable	10000-01-01
heal.language	en
heal.access	forever
heal.publicationDate	2008-07-08
heal.bibliographicCitation	Kakouros, E. & Maniadaki, K. (2008) Treating a child with Attention Deficit / Hyperactivity Disorder in the classroom. In "30th International School Psychology Association (ISPA) Conference". Utrecht, The Netherlands, 8th-13th July 2008	en
heal.abstract	Attention Deficit / Hyperactivity Disorder (ADHD) is one of the most common reasons of referral to child mental health services. Primary school teachers are frequent referral agents as the school setting is one where these children’s difficulties can be fully displayed at different levels (behaviour, academic achievement, relationships). After a diagnosis has been given, the co-operation of the child’s teacher is usually required in order for a therapeutic intervention to be implemented. Within the framework of the multi-level approach, teachers are considered as co-therapists and are aided to form a supportive environment around the child with ADHD where cognitive-behavioural techniques can be used in order to help him / her. This paper aims to present the most up-to-date evidence-based techniques a teacher can use in class in order to help a child with ADHD to limit the exhibition of his / her primary symptoms (hyperactivity, inattention, impulsivity), to prevent the development of secondary symptoms (e.g. behaviour problems and learning difficulties), and to develop positive behaviours (e.g. social skills). Finally, specific attention is given not only to the child’s difficulties but to the full development of his /her capacities and strengths and to the built of high-self esteem and a wide range of adaptation abilities. Implications of the role an efficient teacher can play in the trajectory of a child with ADHD are discussed.	en
heal.fullTextAvailability	false
heal.conferenceName	30th International School Psychology Association (ISPA) Conference	en
heal.conferenceItemType	poster