A tripartite classroom-based intervention model for children with Attention-Deficit/ Hyperactivity Disorder (Record no. 20704)

MARC details
000 -LEADER
fixed length control field 02347nam a2200253Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Tabit Abou Faraj, Sana H
Miscellaneous information Project (M.A.)
245 12 - TITLE STATEMENT
Title A tripartite classroom-based intervention model for children with Attention-Deficit/ Hyperactivity Disorder
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Lebanese American University- School of Arts and Sciences - Department of Education.
Date of publication, distribution, etc. 2005
300 ## - PHYSICAL DESCRIPTION
Extent 122 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. This project proposes a tripartite model that relies on the concurrent implementation of three forms of interventions for teaching ADHD children in the regular classroom. The model postulates that the combinatory effect of behavioral techniques, environmental interventions, and specific instructional strategies can circumvent the differential nature of deficits associated with ADHD. This model is the culmination of several years of working experience with ADHD children and a comparative analysis of research findings that stem from tlrree discrete domains: biology, psychology, and education. The model targets the underlying neuropsychological deficits of ADHD children rather than their symptomatic manifestations, and suggests that the three forms of interventions are needed for controlling the variety of executive function difficulties affected by the inhibitory control deficit of ADHD as well as the classroom variables that exacerbate or ameliorate those difficulties. This model attempts to respond to a need for a comprehensive educational approach for ADHD children, which aims mainly for enhancing their academic performance. The hypothesized effectiveness of the model still needs to be empirically verified. The prospective limitations and the role of the teacher as the implementing agent of the model are also discussed.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Children with special needs
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Enfants avec des besoins spéciaux
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Intervention Programs
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Programme des interventions
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element برامج التدخل
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element ذوو الاحتياجات الخاصة
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="https://librarycatalog.lau.edu.lb/olib9?infile=details.glu&loid=354533&rs=420550&hitno=141">https://librarycatalog.lau.edu.lb/olib9?infile=details.glu&loid=354533&rs=420550&hitno=141</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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