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Organizational skills training for a student with attention deficit and hyperactivity disorder

Anja Ganc (2012) Organizational skills training for a student with attention deficit and hyperactivity disorder. Diploma thesis.

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    Implementation functions are skills that include organisation, planning, maintenance of attention, working memory, metacognition and time control. These processes have a significant impact on student’s school performance, since problems in the field of metacognition disable a student to choose appropriate strategies for learning. Troubles in the field of organisation consequently lead to problems with planning of learning time, forgetting of school timetable and relevant accessories for work and to difficulties in planning bigger project works. Developing of organizational skills is one of the key areas of child’s development which significantly affects also other areas of child’s functioning. Some students have well developed organizational skills; others need intensive help and support in developing them. Problems in organizational skills can reflect in different ways: a student forgets the accessories his needs, he doesn’t know, how to start solving the given task or doesn’t complete it, he has problems with time consciousness and forgets the school timetable (Shore 1998). Students with such deficits require systematic help at school work planning, timing of homework and other school activities. A group of students, who have expressive difficulties in terms of organizational skills, are the students with attention deficit and hyperactivity disorder – ADHD (Attention Deficit Hyperactivity Disorder). ADHD is a disturbance, described as an attention deficit and a hyperactive impulsivity that is more common and more serious as it is usual for children at a certain development stage (Kesič-Dimic, 2003). Learning disabilities for students with attention deficit and hyperactivity disorder can be explained in conjunction with three main signs of the ADHD disorder: lack of attention, impulsivity and hyperactivity. All these problems affect the less developed organizational skills. In my diploma thesis I focused on finding strategies, which help to improve learning and organizational skills for a forth class student with attention deficit and hyperactivity disorder. The aim of the empirical part was to prepare and perform training of organizational skills, which included colour classification of school subjects, arrangement of student’s working place at home and at school, arrangement of school accessories, daily and monthly planning of school activities, recording of homework, guidance for daily obligations, making concept cards in subject of natural science, making concept cards in English and elaboration of guidelines for improvement of reading comprehension. Before starting to perform training I obtained the initial assessment of the student’s functioning by using a check list which was completed by the student’s class teacher, his mother and the provider of additional professional assistance, a questionnaire on organizational skills (Do you have good organization skills?, 2011) and a questionnaire to identify learning styles (Memletics learning styles questionnaire, 2011). Based on the assessment I set goals of training and on the basis of planed targets I created the organizational skills training. The training took place from December 2011 to April 2012 three times a week for one school hour during prolonged stay at school after classes. Guided hours were carried out in a structured manner, according to elements set in advance. As the student’s time orientation was very poorly developed, each training hour was based also on developing and improving the time orientation. At the end of March 2011, after finished organizational skills training I repeated the test of organizational skills (Do you have good organization skills?, 2012) and compared the results of initial and final testing. In comparison to initial testing the student has made a significant progress in all fields of organization, especially in the field of time organization and acquired learning strategies. The student will still need assistance to assure greater self-motivation for school work.

    Item Type: Thesis (Diploma thesis)
    Keywords: attention deficit and hyperactivity disorder (ADHD), implementation functions, metacognition, organizational skills, organizational skills training, learning strategies for a student with attention deficit and hyperactivity disorder
    Number of Pages: 96
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Marija KavklerMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=9275209)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 852
    Date Deposited: 02 Jul 2012 13:21
    Last Modified: 02 Jul 2012 13:21
    URI: http://pefprints.pef.uni-lj.si/id/eprint/852

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