ADHD

You might also like

Download as pdf or txt
Download as pdf or txt
You are on page 1of 32

..

! "

#$
%& ..
'( & '(# " )
* (
'( +
( ) (
+ (,
- (

'.
'( / (
) ( 10
1427 * . !"212 28
2006/11/ 22119 3

1
..

! "

: 5 6 •
! " ( 9 ): ; ) $:8
: (<
; = 5 •
> # ( ' •
( @) ) 2 •
< 21
2 1;
) '9 = 1B
: !"#$%$ ! " :
:2 , - D = C, •
F! " () CE , .1
! " () CE , .2
# ! " () CE , .3
: (< D = # & : 5 :8 < <
G - DE / ; = 11
F* ) - DE / ; = 12
# –E * ) - E / ; = 3
1 E @ , 2 G •
E & () 5 :8
E 2& ( ( () 2 ) () & •
- ,I 2 & : F ) 2 1
, . . •
! " ) 2# ; :8 ) ,
:2 , - D -
! " I . B" •
) - G () B" .1
. >( & D> # . D , 0 #J (@ .2
! " & , #$ ) .3
! " & , 3 2 .4
" ( 2 .5
2
..

! "

..

! " #
+0 &- ./ : + !, &)* ! &) &' ( :$
&1 34 . & 5 &- &12 !
63 6 : " # $ 9 &1 0 # 1/ 7# ' 8 &6 / - (
Flether K,E; Fischer, M; Barkley R,A; Smallish L. A 1996 .
.< + $ 6=> 8 0 $> " # 5 $
:" # . < ) ? 1=
-7 1@ A = ./ @ - +7 ! 9 •
& +7 &* ! # &- ! -?! :" # 1= 5 !
.- & &- 8
* 1= - - @ 7 B = 7 .< 8 ( @ 1=
E ! ./ + : (- -2 ) -0
.12 ! # " #
5 $0 -! = " # -8 1= 1 $ - +7 •
Attention – Deficit Hyperactivity Disorder (ADHD) . , 1= = F " #
:1= $ (ADHD) , =F " # 5# - A /
&inattention " # 37/ •
&impulsivity - / = # •
.hyperactivity , = •
+ < ? 8 .< 5# " @ :
. / (Ross,1976; Dykman, et al,1971; Tarnowski, et al,1986) ) - +7
.-0 -0 ? $? 1= G, + 6> H
"- ! 5> 1 , 12 ( $ 1= 7 , = F " # 5=
&(DSM-III-R) - - Diagnostic and Statistical Manual of Mental Disorders
. 1994&19871 / - - 80 - - -= - ! (DSM-IV)- -
.(142 94 ) ! 7 18 8 ./ +0 +?
. , =F " # 5 ! @ 2= 5 +?
B # /9 8 J2 - 0 -8 0, != ' F
. , =F " # / 5

- ( D + (, D '( + D '( & '(# " ) •


3
..

; = 5
12 ( 1 , $ 6 != , = F " # 5
/ " # 1= - : 37 2 ": + G 1994 &- - - ! 5>
? > / &) &6 &6 &$ 0 A 7 &- / = # – , =
" 8 E0 1= + : =
:$>+80 / A / - 3$, 5# @
&M ? M " # 3 / 37 •
&- / = # 7 8# / 37 •
N 8F8 8$:& / 1= 5# @ +? •
! =# &- 2 , &- 0 :P 23 , O : •
. ? +
:- -> -/ # 7 $ , - ! ! - 8 Q2 ./ •
.Attention Span ) .1
. Impulsivity # ! ' = 5 = .2
.Hyperactivity @ .3
> # ( '
$0 % 5 3 , =F " # 5 -8 8 !
.- 8 18 / . ) - 0
$0 %17 8 5# " @ .< ! 9 ,
(Rowland, et al,2002; Sandier, 2002).. - ) # 1= !@
Faraone,et al,1996;Biederman,Milberger&Faraone,1995; : 8 ,
:1 . < Sandier, Fergusson,Lynskey&Horwood,1996;Fletcher,et al,1996;2002
.) G -!@ - - + . $0 *#S@ %50 30 5# " @ 8
. 3 $, ' 8 - 6 -20 " @ = %70 8
.6 0 6/ 7 5 &6 8 G -20 " @ = T %25 K
( @) ) 2
:1@ $ / - > 1= 3 5# " @ 8 .< 8 ,
< 2 :8
2 :8 <
) '9 = : 8< <
< 2 1
. &- 7 , =F " # 5 / 8 ,
@A / - 3 , #- # +? &) 8 $> - Q2 $!
. 7 : &- . 7 : 5#
4
..

-! 2 A / - 3 "@ 9 1= B 0 ' @ 2 8 +?
.( monozygotic twins) ) -5 1= , )
2 1;
/ $0 , 1 0 $0 - ! ./ 7 1 8 A , •
-/ 7 $0 EEG U 8 3 +7 > 78 1= +? - / 5 . / $2# 7
. , =F " # 5 - 3 18 8 8 &V 2 ? 1= #> + G 80 .
: 6 - =F - &F ",L , "6 )& -
Cortical over arousal * < ) * L = "6 - : 2 :
.Cortical under arousal M N * < ) C. L > : <
) 8# B ) 23 -88 1@ 5# " @ . < @ 80 A = •
" : O " -0 -! 1= &- -7 + 3 1 3 +7 1=
6 : (Cortex) $! 1 (Diencephalons) " 8 V " -! -= (Forebrain)
.U * . < ) 8# / H 6
) 8# @ 5# @ @ S - J2 . < 8 ' @ •
(Reticular " - 9 " 1= 3 10 ? $> # &U * ) 23
.) 2 3 - = 1= B0 9 &V Formation System)
" , N " , = - -:>/ 7 8 A / •
.(Slow Cortical Activity *1 12 , )Slow Brain Wave Activity
-0 ? 1= ) 8# 6 50 8 $0 *#S@ .< 8 , •
9 + 3 -8 > 8 - @ &- / = # , = &- , - ?
.) 8> $ 8 .< $
) '9 = 1B
/ $2# +? , =F " # 5 $0 .< 8 A , •
- 7 8# ! " - 45 (Basal Skin Conductance “SCL”)" ) ): ! ( 2 "A 0
.(Magnitude of Skin Response “GSR”) "- 7
" 0 8 0 8 " P $ + 8 > $0 *#S@ 78 •
8 9 &(Methylphenidate) " 0 " P (Dextroamphetamine Sulfate)
. + "@ 8 -7 $0 8 " 7 1= - E ! ./ + 78
) 8# 8 F= + F: 1= $ :! " += 0 : !/ G •
. 8 8 .< $0 *#S@ /
@ .! &) 8# 8 1= Q! -7 @ , =F " # 5 W= •
&-+ : ! - / 0 6# ! 6 80 ! & @ 1= * 6 G .
. , =F " # 5 $0 17> $ 1= ) 7 : =X Y 0

5
..

= C,
$ 6 != , 1= =( F " # 5 Q ,
Statistical Manual Diagnostic &"- - "- ! 5> 12 ( 1 ,
-? > $> APA.Z- - 80 - - of Mental Disorder (DSM-IV)
: 1 P -! &- - - 8 Q2 $: . / 8 7
: %(# # ( ) E - / F
.(" " ' ) + : / ? > ), 6 6
6 H ./ & - 8 8 $ : &A / " @ +? ) 5
.(" " ' ) 8 @ /A / 7 + , =
-8 $3 1=) $: . / : 1= A / " + - 5#
.("P " ' ) (6> $
62 8 1+ 1 1/ 7# $/ 0 $> ( - 5 $2# 7
.(" " ' ) 0 /F
& 3 5 $ ) - 80 5# / 5# @ 3 P@
.("P@" ' ) (- , 5 &1: !, # 1 0 5# &B ! 5
F! " () CE , 1
.1 . / - / 7# - + - : 1= A / " @ +?
&$ 0 . < B : " # 1= 5# " @ = $,0 .1
&(" 1 " ' ) - , + " H 18 $ 1= $ @( * .2
. 0 &$ @W S &.5 0 - 8 - H - + * .3
.- , + 1= " # ? 0 # 1= - 7 .4
.(" 1 " ' ) + * + # + + 8 + * G 6/ ! 5 .5
.("P71 " ' ) M 8 # + + $! @ 7 .6
& + < M7 @ 7 + @ - 0T .7
.(" 1 " ' ) &- $ / 7 &18 $ $ < 1= !0 .8
.("P@1 " ' ) , + M ! ? 1= 7 .9
.-5 T H + + 6 8 6 !/ 6 +7 1 + 5= .10
.(" 1 " ' ) ) 1 $ -8 7 * 7 .11
.(" 1 " ' ) -0 &) !0 6 H &$ @W - , * - 3> F .12
N- + O 5 -:>/ + E 1 + * 3< - +8 6 , .13
.(" 1 " ' ) ( [ & 8 $ ) [ +@7 1 + , .14
.("31 " ' ) ( 7 & / 8 $ )- , 8 .15
. , / : @7 & \ T # & .< - ! .16
! " () CE , 1;
: () CE , E >9
6
..

&(" 2 " ' ) / ! 1= ] 1 $ .1


&(" 2 " ' ) @ / ! 1= ! 8 # .2
&("P72 " ' ) $ = " + -8 H : 1= $ B8 7 8 .3
&(" 2 " ' ) V 0 : , 1= * + 1= - .4
&("P@2 " ' ) "- -7 / = " "$ H 1= , " + 6 H .5
.12 " 8 0 6!= @ .(" 2 " ' ) 9 1= 0 .6
: ( D! ! " -# ; = "> - ) 2F 2 & 5( ,
& @ -2 7 - 8 - 1= O = # 8 $ , .1
&$3 7 1= 7 &M ! 8 9 B = 30! .2
1= ! 8# *T ( ? # 1 -/ 7 - , 1= - +7 .3
.( ? # * T ( &$ $ 8 . /) @ / !
2 & : -# > 6 2F - (< () ) -) 2& : !
: %(# ) 2F > )
. 23 $ , +7 + : 3+ & + G / ! .1
&+ $ 30! 5+ .2
&- 8 7 $/* & 30 ) @ , * + )G7= = .3
.-2 + - , * ) 2 3 * 5 5 G & 0 $, .4
- & ! 8# / @? $ , G 23 , A / W= & !@ /
.- / 0 @ /! + 1= E 7 - , 1= ' ,#
# ! " () CE , 1B
() CE , # >9
&(" 2 " ' ) $ S8 M 7 $ $ : - 7( $7 &M 7 8 * 7 < - .1
&("32 " ' ) " ? [ ? - .2
.("2 " ' ) - + - - / 7# : >, 9 < [ - ! .3
.> \ ^ 8 / &$ - & 23 $ , 8 9 .4
. [ - ! &- 8 > 9 & +7 .< *T ( - .5
. + * , O3 & + > [ : .6
. [ /, )/ -? ?0 .7
/ ) # ./ , 1= &9 O : .< -/= # S :
D ) D2 :$ , &) : 8 1= ) / - 8 @ ? Y5 . : J2
1= 5# = 1T & 5# -20 " @ Q , . # 5F D2
.("Q " G ) "6 - 2F: %(# -
& / 7 1=) - / 7 : 1= $, A / 9 $
F7 G 1 ( 180 1 # W= .($ 2 &- 8 $ 0
.M , 0 ) #7 $ : / 1= ' 8 /

7
..

= # & :
W= &- / = # – 2 3 , " # 5 $ A / = H ./
1T + .A / " @ X @ / 8 = 65 ' @
" @ .* ,: > ) * * ) 0 #: . / 68 8G M , 8 1/ 0
:1@& - / 0
ADHD, Combined Type. G - DE / ; = 11
-8 " # 5 ( ) A / -8 8 < 1/ 0 @ Q , •
.$: . / +, - 8 ) - / = # – , = ( )A /
E & 5# @ !@ $0 ? ' , @ 7 •
. 5# @ -8 @ -:
'#* ) - DE / ; = 12
-8 $: ) " # : ( )A / -8 8 < 1/ 0 @Q ,
.$: . / +, - 8 ) (- / = # – 2 3 , A /
Predominantly # –E *
) - E / ; = 3
( )A / -8 8 < 1/ 0 @ Q , Hyperactive- Impulsive Type.
.$: . / +, - 8 ) (" # 5 A / -8 $: F ) - / = # – 2 3 ,
. '9 (@ "' - 8 F 29 8 R •

1 E @ , 2 G
12 ( Q , $ -7 1994 / - 80 - - - 7 : •
5 3 M= T &DSM-IV F $ & 5# A /
. , = != " # : 5 & , =F " # :
- - 7 : != &M0 ! 3 @ / -! - 7 / 8 •
: 5 M / ! & " # 5 F $ - 80 -
.(ADHD) , =F " #
& 5# " @ @ B $ M G $0 . / . •
.-0 0 "@ != ) / M / B
.(ADHD) , =F " # : 5# 65 / (14)&(8) &(1)1 $ 7 $ ,
[ A &1/ = # ' 8 B +5 &" # ! B A / "@A •
: 5 $0 / 1 , ' .< 2 1 & , 1= =(
.A / " @ M /B 7 & , =F " #

8
..

. # = 0 # K= (1)2

> ) (6) * * ) 2& S E F 0 #: "6 - - < - - ; 1


<
.8 ) 29 - 11

. . S ( T F T 2 ,- T # T( ( -# 8 R 12

.N > ; ( - 13

. & * 8 < U 14

.> ! 2 2F , %$ - 2 8 R 15

.; ( '> %(# N : 2 , T6 8 9& 29 - T 16

('>& 8 8= # ) - ,I -# 17

. , < 2 ,- T 2>) 18

.- ,I ' . 2& . 8 R 19

.> 2F% & DV (E): %(# ; 8 R 110

. # 5F ; : 9 T 111

! -L D > (# ; > E # - * , 8 T)& ' . 2W 112


.+E ( # - & - - &. T 9 - 8

. ) : '> N : = N : .& 8 R 113

.> T 2. R 8 R 114
1;

E = G %(# ; ( S ) 2& 3. 1B

9
..

)G
6 ! QQQQQQQQQQQQQQQQQQQQQQQ ,
8 8 8 R 8 E
.2 6$ N , ; D2 & %$ K= FT .1
.* *F 6 )T .2
. 2 T $U #G $ W .3
. ( V FT .4
. &( '> N>$ .5
2 &
.T ( 2 #: '> '9 .6
.8 ) ( & ) (.# > ;( '> ; .7
.T TE : T ) . .8
. ): >) T6 .9
.> ' . T ; ( : %) .10
: Hyperactivity Criteria @ G
.G 'E – . -) .) : > .1
.T N . T F - - #2 & 8 < . G .2
.;F ( G $ - E R5 9 * ! &. .3
.B # $ - N > ;( .4
. ) . &< * U .5
: Impulsivity Criteria # G
. ># ) 2 2 F (E): %(# @ .1
. # ! 9 .2
. & - ,X – - ,I . 8 E .3
:
. ) -) 2 F # – E D 5=0 # >9 .1
.(2 [2 ] ) D) < - F 0 #: >9 .2
. > D : D # ( .3
. , ; = D' &( D2 E. 3) 2 , 0 #: U - .4
Hyperactivity E
.(Hyperkinetic Syndrome"1 , = - 3" 2 3 , # . / 65 B
M , 1= 3 , 8 A / .< < , " 23 , " Y 8 :
. / 6 5 - , -! E A / - 3 . < &M/ 0
: "$ C , N ) '< - (, 0 T F E 5 - F
$0 / , 8 ' N' 8 - E ! 7 . / != / •
, @? +80 + / = $2 @ $ , 0 $0 &$ 0 ) = H
.- : 1= +2 ? + ' &-0 : /
] _/ - 3 23 , W= &(- 7 () - 8 $ 1= 9 -
Minimal ) 8 1H $ &(Hyperkinesias) 2 3 1 , :$ - -0
10
..

. (Minimal Brain Damage) - 8 -H - ( (Brain Dysfunction


< $ N- / - 7 <$ /E # " @ .(Learning Disabilities)
.- 8 $ / " 3/ 5# " @ ./ $ 1 8
- 86 +? $0 ./ 3 &Q , * 8 6* +
, : + &- ! - 7 80 - / $0 + & 23 ,
.-8 7 - 3 23
.$ 0 %10 . < %3 1 23 , O , # -2 ( A !
! .$ 0 %20 . < $ -8 " @ - 8 8 A
. < – 1:5 ^ # ' /M # / -8 9 23 ,
. 23 , 9 1= T (9 < & ) E7 O / < &1:9
E 2& ( ( () 2 ) () &
.< 9 & , 23 $0 ./ 7 1 9 8 A 5 8
: != . 2 3 1 , - 3 ) -7 + = -!8 - 8 ) ' @
:1@ + # / 7 E + 8 1 Y8 A
& 80 # •
& 80 * •
&$ 0 1= # •
& / 7# # •

- 2: + # *#S+ : 9 & , = 23 1 , Q , 1=
+ - 8 -8 + < ` &6 8 -8 G - 8
. += 23 1 , - 3 1= - # - 8
%75 - 8 -/ 7 $ / @ E8 ./ -8 - 8 "@ ! 7 :
1 -8 " @ J2 +? : .$ 0 / 23 1 , . / ,S
:1@ $ 0 / 23 , Q , 1= + # *#S@ + 8
.- $ 1
." # 5 2
. 1= - 3
.- +8 , 4
.M 1= 6 ! 8 E 7 / 37 5
. ( $ . / -0 5 ) : 6
-8 $0 / 7 + F - ! - ! -! A 8 :
- B = 7 -8 " @ J2 +? .( / $0 & , 23 $0 ) -2 #
: , 2 3 $ 0 a )3 - - 8 Q2 1= $ 0 / 7 @
.) 2 3 - .1
11
..

.M1= 6 ! 8 E 7 / 37 .2
. = $ =M/ Y A= .3
. 5T .4
.) 8# -/ 8 - 7 + .5
.- -/3 .6
. ? - 7 8# / .7
.-5 .8
. , -+ $ / $ < 1= B0 .9
. +7 - & ( . / ) ! . < ! 0 .10
. + b .11
.$ @( .12
.M : M , 5 .13
- 0 : 1= , 2 3 $0 - 8 - 0 .< A M7
$ 0 a )3 - 8 G 9 & : -8 ) 8 :1@ $ 0 ) #7
:1 . / ' & # 7 " @ 1= 6 2 7< 6 , 23
:2
.62 @ 6 8 $? F 8 # .1
. : A 0 @ -/ ) 8 F 8 # .2
. [ ./ ) 23 A 0 .3
. 1= > , .4
.M # / .5
."J/3 " Q , - / -0 @ .6
: )
.> .1
. 8 $, - $ .2
.3 .< !0 .3
.) :" # -8 .4
. : A 0 @ ./ .5
.18 $ 8 A0 .6
:- ,I 2 & : F
.* : 1= $,0 .1
.3 30 8 A $0 " H F 7, .2
.F ) ) HM / M = & : .3
. 23 $ , M 8# ) 8 . < O3 .4
. @ /, [ B ! $@ 7 .5
. 8 $, [ M : 6 65= 7 .6

12
..

!@ % AB C% D B CE

) #/ ! # / ': # / ;: ! #
T Y ' (# ' )
2 0 >9 '> - " '( S " " -# 5 %$ . "6 5 >
. = '( .( () CE ,
'E 0 S () CE , "6 S ' . %(# 2 5> . "6 # F
.' " 0
K ' ,) = T G9 . V = " ( 2& * G -Z "
.> , - 3 ' . ">
" ( - S 6 >9 S . () , 2< * . 2 *N . ' 6 -Z '< -
. "> C, D . "6 %(# ) # )) 8 D . V =
:- ) ,S . "6 %(# )
.( & )3 (1) 8 D (2) 8 D (3) 8 R D (4) 8 E
: ( , /2 , / ': , / ;: , G ; (
' (& ' %(# F < !" . , * .& ' # = '< .& *N F
: %(# . V = '" (
8 E " ( S , "6 G . - "$ 8 E
8 R " " " " " " " " 8 R
8 " " " " " " " " 8
8 " " " " " " " " 8
3 " (( ) , "6 - G . - "$ 3
- = D" ( 2 ) .F - # %$ # ) , - . "6 . %(# ) 3 W)
. % $ -I .* )( " ) - <: ) ) '# % . )
. .

13
..

'( , . . , . . (1) ..
=
2005 / / : . M 111111111111111111: . 'E . ')
111111111: & 9
111111111111:2 > 111111: 111111111111111111111111 )
! Q # (. > %(# * . F 5= : = .
. # - D @ - D V = %(# &(
! & 0 %(# # 8 9 B# @ - < < E < -
. ( : %(# 8 6 8 <L *N & </ '< - D ( (
=. ( * " G () . V = " ( >9[ ! %$ D , G : (
. . V = " ( %(# 8 . !" . ( ) #
1111111 ) 11 11111 5 111111111111111111111111: : . V = " ( ')
/
.> % > ) D 6/ 2 #: ' $ T (# ; 11
.S . ) R 8 12
. " >) "T 2>) 13
. ;( '> 8> 29 - 14
.5 > R -# 5F 15
. F 0 8 E 6 29 - 16
. : ' > %(# N : 2 , T # T( ( ! 17
.N 6 ;( 2 8W 29 - 18
.5 6 = & * 8 < U 19
. / !" 2 2F , %$ - 2 110
.- ( > 112
. , < !: T6 113
. ( T (# ( , < T 2, 8 113
.- "E ) - - ,I ' . 2& . 114
. ># ) 2 2F D & DV (E): %(# ; 115
.5F ; : 9 116
.T E # - * , 8 T)& ' . 117
. +E ( # - T 9 - 8 , 118
. ) : 5( , N : T %) .& 119
.> T 2. U '> R 120

14
..

= ! " )
ADHD @ -

Proper Learning Environment E '( E E> )L :8


F E )5 : ADHD" # 5 > E 7 .1
. > 1: / ! ? 5 @ /!
+@ , #. X > /! 1= @ #9 > *#S@ E 7 .2
. +2> 3 [ 9 T,
.+ : - H Q2 ) 7 > *#S@ .3
.1 > , : 7 F7, .4
: = c= 0 : > *#S@ E>7< 7 .5
.U . ."
.B 8 $ 7 1= T 7 .6
, /6 1= ) 2> -2 -2 + . / * [ F7, .7
. + / $0 $+8 - - * 7< - : F &- H H
M < &- = 1= ) - 7 $0 $ / - 7 . / * [ F7, .8
. + = M2 8 +
8 1 M 7 &M ! $0 ? - 7 . / * [ F7, .9
.@ H
: 8 <
1?0 E / $> > *#S@ ' / $ . / ?= .1
.Maintain eye contact during verbal instruction
Make - P F -!8P - !P )3P - 5 $ P7 .2
.directions clear, concise, logic and consistent
. + ./ 1 $ +2 $ : + 7 > += G .3
Make sure students comprehend the instructions before beginning.
.) 7 F )! - ]8 .4
.Simplify complex directions and avoid multiple commands
.' . < -7 / - 7 < - 5 -2 @ ) .5
.Repeat instructions in a calm, positive manner, if needed
5 > ? 9 & + ) /8 ! &- > , .6
Help students feel comfortable .) / 8 + 7 ! , =F " #
with seeking assistance (most children with ADD will not ask for help).
+ /# 1= F & > *#S+ + ! 1 /8 7 67 Ad0 .7
. + : M7 8 1= B 0 /8 .< 7
:1 + = ./ . /& 7 - ) = 7 ./ Q .8
15
..

./ : " # 5 > $ G
.-7 / ' ./ M /8 F & -! - 7 F 7Y
&6 M - - 7 * G - 7 ) F:
.65 6 " @ * [ F: 7
Giving Assignments N #$ : 8 < <
) .)
1= ) -+ 7 / .1
. > *#S+ / " 7 6 2 ?0
- = $ 0 ) 8 ./ 6 2 Q .2
.' . < -7 / *#S@
- 0 7 $] / .3
5 ) ! 7 – –- - 1= Q ,8 .4
." # 5 > *#S@ $
.Individualized Program =1 / J /W : .5
.M@ - 8 # -= < ' # /< / G .6
. +2 . / + : # &- + A +2 / > *#S+ 6 = 5< 6 : / .7
. > *#S@ E - = . / -?= .8
5 G & T5 6 8 G > *#S@ ' / 1= F5 .9
.- H H- 8 .< ' ! &Self-Control + 1
" # 5 > 7 * 8 1= ! !/ 7 .10
.M : - 8 # M80 - 8 $ ! * ! 7 9 & + :
" . ' 9 G () 2 :8
. < : 1= ' , 7 &$/ 0 - ? 7 ` 2 62 @ .1
.M / - -33 [ 8 ' 8 ) / ! O 7 .2
. H ' 8 / : 8 &- = ) ' 8 B .3
.$ 0 $ &- H - 7( ' 8 / : B8 5 33/ .4
.$ + + & : ' 8 6 6 ! .5
.M = ' 8 1 5 1= - 7 + &U G 7 .6
. [ +/9 &+ : @ &+ ./ > 7< 7 .7
Providing Encouragement # ' F:8) ,
.1 7 < ! +0 1 1 & : c= .1
. H 7* ' 8$ - = 33 )32 7 Y .2
- = ) 8 $ 0 1= ) S H + < 4= 33 O $] / .3
. H H' 8 $ T >
.- H + 8 + ! 33 & > F7, 1 -/ ) 8 7 .4

16
..

6 2 'S ):$ 1 7( 1 9 F 7, F &M80 )G= . / $0 .5


.( + + $ 6 7< 0 ./ $0 @ F7, 9 .' ! 1= E 7
# : 8) )
.1
&- = ! 8 - / / - 80 - : B * 7W :
> %30 F, 9 & -
." # 5
- F: $ .2
.$0 -8 : , < $ ! F 7, &Q - 1 $ :
%$ ; ) .3
. > *#S@ - / $ 0 . &-50 $ 0 1= E .< > -8 7
9 D # > %(# ; .4
> *#S@ 1 9 &- ? + &- / 7# + ./ $0 7
. + + ! =#
* " N 2 * #$ .5
.) 7 - -= * $ , ) /< . / > *#S@ 7
I ) ' ,)
. ! . / +2 1= - *#S@ 7 1 + 1= - [ 8 8 F7, 33/
: Individualized & .6
&- 8 &1, :$ -8= 8 : ./ 1 - , Individualized 0 7
.( + : * $: ) 1= @S ? #) &U .J -
# 2# & ( 5 9 E > .7
&- / 7# - , + + 8< > *#S+ 1/ 7# $/ 0 ? -2 + 7
. 7< ! +0 * / 1 >/ 0 & > &1/ 7
;) ! > S ) ! " 2 & ; ( .8
- , 1= + + < &+ T $0 F " # > Y8
.$ 0 *#S@ + 8 1= 3 -= + 8
> # D : D & '> N #$
D : ) D & '> 8 = ! " ; N #$ ;
# Q - =&, %(# ! - F: - # 2 29 D > #
. $ %(# - F: N /6 > - ) % D )

17
..

Educational Interventions , U )
1P= -P &9 P 8 @ 1= ! - - 7> > ?
-P7 ) ( ./ . -7 > "@ &18 $ 0 &- 8 :
? & , =F " # > &- H H 8 -
:$ > *#S+ 6 = 6 6 8 - 2> ./ -2
.$ 0 $ " # , *5 5 8 A0 .1
. > 78 # * + -0 ./ $ 0 $ > F3 .2
.- / ! 1= , =F " # : > E>7< .3
. > *#S@ + 1 + - + - = = .4
.P / -P 2 ! - - 7> > 63 6 (McMullen, et al, 1994) : :
: > ! 1 $ 9 & > *#S+ 18 $ 0 ) <
:9 & , =F " #
.+ 3 # 8 ./ 1 * 7( 18 5 ? .1
. 18 F 7 1= $ 0 *#S@ J ? .2
> X .3
- 0 -8 .4
8 .5
> *#S@ "3 ! 8 ! .6
- / 7# + ./ 1 ' 8 -7 ) ( -8 8 .7
. : /8 1
Du Paul & -P8 , != - > 1 9 8 - 45 F
8 1= - - > "@ ./ - 5 - ' @ E M Eckert, (1997)
(ADHD) , =F " # : > 1 8 F=
- 7( [ " @ .6 8 1/ 7# $/ 0 10 ' 8 5 ./ > "@
. / M7 + 1 1= * ./ 6 7 33 1 8 5 $ 7 1=
-P7 PT 9 - ( -2 + $ - 2: - > - @ $? ' F
.Burcham, Carlson & Milich, (1993) + - >
1 P7 G - -7 8 < ! 5 M *#S@
$! 1 - 5 : & $ - 7> > + 1 T ./
! - > -82 > " @ -:>/ &- 8 2 -8 $ 0 $
:1@ , =F " #
" # : .1
- / = # .2
, = .3
1 P 1P= * 1P= 8P 3 ( -! 8 " @ -7 $ 9
. > *#S@ Y7 - /) +
18
..

. , < '
P: P - 7> > $ 7 1 9 8 ,
P 1= &- > "@ X 7 1= Y5 .< , =F " #
. - G "@ + ,1
9 P 8 1 8 $ ./ : 1 Du Paul & Eckert, (1997) -8 10=
P! ) 9> ! ./ 1995 . < 1966 ) 0 1= , 7 1
, = F " # : -8 (63) @ / e ,
:- 20 @ / $0 + , &- 7> - ,
" # : .1
, =F " # : .2
-/= # F " # : .3
: ) ( F : 2,
- > .1
' 8 -7 ) < > .2
' 8 -= > .3
P: .P P0 $ & = & = $ .< > "@ 3 :
:- J2 . < -8 "@
0.64 8 T 7 .1
0.69 - > 7 .2
0.94 ' 8 ) < 7 .3
0.19 ' 8 - = > 7 .4
&-P E P P > &- E > 7 1= B = ' @ .5
0.77 8 1= e @> =
&-P -P -8 B 0 ./ - - $ = ,1 > .6
0.94 - T (1.24) . T 9
1P= P P+ (0.31) 8 1= - E ! ./ > "@ G .7
:1 ./ > "@ 8
.(0.64) - 8 - = >
.(0.20) - >
.(0.11) ' 8 ) <
P+ P & GP + ,1 - 7 J Y5
.- - + - + ) $ 1= * 1! ,
.> S , +E %$ ) "6 (

19
..

P+ P " # : $ 0 $ ' 8 $ ./ - 2! >


&- 7 + & > "@ / ? AT ' 8 @ . / ) , G
$P ' 8P 8 1= - = > - = ' 8 ) < - > G
- ! $ M 6> , + < , DuPaul & Eckert -8 ? F .$ 0
P8 .P / - 2 ! - > &- -= - - 8 >
P P7 1 8 A . - 17> $ 1= - :!
. , =F " # : ./ - >

Q F! " F. ' ,) *N & : ># = Kavale, 1982 )


) (( ) –
P: >P/ 1= - :! 8 -8 (135) Y8 $ . / -8 "@ :
P: . P -= - 8 - > 7 .< , =F " #
:- J2 . < -8 "@
=F " # : ./ - :! 8# 8 1= G .1
.(0.58) . < $ ,
-P ! (0.80) eP 9P 6 / - 8 J 7 ./ :! " @ G .2
.(0.25 ) - 7 80 1 ./ G @ (0.50) - = J 7
P8 .P / P@ G (0.41) ) ./ :! " @ 8 G .3
.(0.09) 8 (0.32) )* ! (0.38) $ &(0.39) * &(0.47) -
-P= 7 1 9 8 1= - / ) 7 O 0 Kavale ? # .4
.*
.P / -P 2 ! -P / 7 $ 0 *+ / . < $* 5 G "@ .5
. :! " @ 8
. , < ) S
"P # - 7> > X- 8 $ 7 1 9 8 ,
(Hattie, 1992; . > "@ G - 8 .< + > ./ , =F
Hattie, Biggs and Purdic, 1996; Du Paul & Barkley, 1998; Williams et al 1999;
:1 . / &Willett, Singer and Martin, 1998; Jadad et al, 1999)
P: > - 7> > 1= - :! 8 G 8 H ./ .1
9 < A = & > *#S@ ' 8 . / -8 G , =F " #
P= -P / = # Q ! $ -! 8 1 - 8 E 8
decreases pathological learning behaviors and increases " " # -8) 3 ,
P X -P . < , $: . / S 0 + < , 8 J2 attention span
P8 >P 5 *#S@ 1 $ ./ ) ) 8 - 7
.- :!

20
..

$: > *#S@ 1 1= * ./ :! > - > .2


.Educational school-based - 8 - >
$ -8 - 7 $0 *#S@ ' 8 . / : ! > - > .3
< $P &MP $0 - 8 &+ $0 *#S+ * [ 8
P+ $ 0 *#S@ - 7> > 1= - :! 8 ' @
:& 1= - 7 80 - - + - -= 1 ./ - 8 G
.@ X ' +7>/ T
=F " # : - 7> > 1= - :! 8 .4
" @ G M 0: 8 &6 8 <- 6 - 0 # - / 7# 7 ./ ,
.- 0 # - / 7# : .< + G $! - .< , &6 / 6 7 8= : !
Hedgs, Frederick, Reimgerr, Rogers, Strong and Wender, 1995 )
Hedgs, Frederick, Reimgerr, Rogers, Strong and Wender, 1995 Q)
1P= -P : P! P8# - 7 [ . < (In Hattie, Biggs & Purdic, (1996)
: P! " @ 8 7 / , =F " # : - 7> >
>P P *#SP@ & 8 (6 4) 1 3 $: $ 0 a - 8 -
. +2 X + 8 > $ -8 6 7 # :! " @ 8
: ( – ) "6 – <I "6 2<
> ,P - :! 7 " # > %39 .1
.b , $ :! " + - 7 [ / -2, -8 - @ 7
.nausea T %50 .2
P5 1 5 &f 0 # $ +8( &-: 5 $ %17 .3
. @ H &- - ! & 8 ! &- +, != &S ! . < $ & 3
.< $ > *#S@ > 1= - :! 8 G .< , ! ' @ .4
.(Varley & McClellan, 1997)
P8 8# - 5 - 87 - 7 [ 7 .< 8 ,
:$ , =F " # : - 7> > 1= - :!
fine motor skills -! : - + ./ 8 G
5 3 Q:
" 8/ 5+ 5
! 5 ) 3 T5 O 0 9
(4.08 &0.1. ) - :! 8 > - 8 - 7 [ #
P .P / - 8P G -0 G 7 ./ # "@
&-P + -P -= 7 &- - 0 # - / 7# - 8 7
1P= : P! " @ 8 . / ) ! ?0 + 7 & - - 5 - 87
. , =F " # : - 7> >

21
..

: ) (( ) ( , < '
D F. ' ,) 2, •
() 2, •
:1 $ 7 M 5 6!=
, =F " # - 7> > 7 Q ( )$ 7
1 8 1= $ & :! 8 1 $ :- 8 - 8
+E V = W E # # 2,
2, -
-Q Q : Q @ * Q# – F 6 =- SRF
Q Q -Q 5 QQ=– QQ QQ – '( 1219 "
Q6 "Q '# QF – – G ()
. < : 2, G – : @
QR ()Q # CF 1 QQQ R ()QQQ 1 2 6 =- SM+R
.! & 2 R -Q # R 1017 * <)
2 Q, () "6 W ' 1 . : + "
.! & 2 QR ()Q # 1 "
2 Q, () "6 W ' 1 . R
. # 2 Q ( E ) 1
Q 2Q ) 1 2Q Q Q > %(#
6 -Q 5 Q ) > %(# .! &
Q# Q Q W U ' D; ()Q Q # 1
Q R QR () ' Q 2 , R R
. ) ' 2 , . )
Q ' , Q) F * 1 R 6 =- SM+R
D "QQ QQ QQ ( . F 1 1118 SRF
. > %(# . F 1 * <)
QQ : QQ @ 1 . > %(# 1 2 + "
. F : @ * 1 "
Q Q - 5 1 . F
.2 & 2, 6 "
%Q(# Q -) U Q > %Q(# N : G () 2 3 =- SRF
Q E )Q V & > 'QQ>&( QQ E )QQ 917 "
'>&( E .
. : F ) : @ F ) 3 =- SM
. : @ *N . N < , 13112 * <)
.' > %(# 2 2E ) 2 N < "
*N . :U < : N <
. =

22
..

: > ,) - E $ B"
) - G () B" .1
'( ! "" ( 2 .2
Q, Q . %(# 8 # '( ! " & , #$ ) .3
(@ T
>( & > # . , 0 #J (@ .4
& , # .5
& , 3 2 .6
..
) - G () B" (1 )

QQQQQQQQQQQQQQQQQ : QQQQQQQQQQQQQQQQQQ :; ')


QQQQQQ : QQQQQQQQQQQ : V ): M

8 R /8 = ; N - #(')',) •
; R R/ = R; N - # (C) ' , ) •
. R * .& - # ( O) ' , ) •
, N : N< < - < : )
N 1
( ( T# S 2
G () # . T# S 3
2 & ( T6 T 6 S 4
- ,I 3 . ' T S 5
G () 2 + T . S 6
T @ S ) 7
) & ( N %(# T F$ S 8
( & 2 #J TE S 9
S QQQ, 10

:* . F 30 K D . ) .& "6 - %80 ; 3. "$ •


.M . . .') R/ ' ,) / = ; : /%. ) R
F .( ......................................
': /;: QQQ
)
:
- <
N< <
N :
,
.8 *L %(# 2& 2 • .8 B" "6 2& ",L • .8 N I F : 9 ( •

23
..

'( ! "" ( 2 (2) ..


5 6: 3 . 5 6:
. %(# 2& .( G #2
. - ; F 2& (

/
(5)
.T ) 2& ' 6 ;"
.(*" /; /5 ) N= = - -# 8 2& (
.; R G () ! " TE ; 2& (
.* W N % $ > ). * F '> -
.' 6 * < * ) * F -

(5)
.(* . )( - ) # ) ; () ' , )
.T 6 2& <) 2 # '> ,
.2& 2 =& * < * '> 2
.2 & 2, 2 . G ()( = = # F'F
." - G F 3F %(#
. W N J * - _

(7)
. > 2 ( , ) ( 'E F ' F

! "#
. ) ' > 2F ( " ( N 8
." ( 2 2 '9 Folders &( ' , )
. &( , # = &( &( , - ',)
.* , ) ( -
.V ) T)& ( ) " ( 2 & $ '(
(4)
$%

.M D" G (," D"G ," ( ' ,) " ;"


.' ) D & 9E , : 2< ',)
. ). "6 < '< %(# - ')F
)* + ,-
(3)

.'> & ( ' 9 %(# " #) EF #


. - 2 , '> $2 G () .# ' , )
.' > $ 0 R: 2 & 2, 2 . " ( K )

.2 . ( 5 F J 2E #
. /( 0 123 42

2 : E , %(# F '6 # . G " ( K )


(6)

.B % $ - (E - &F '6 2 " ( K )

. : 2 2 * 2 & E 2

.2 F N < ( ; 6" " ( K ) ',)

24
..

& , #$ ) (3)
(@ T , . %(# 8 # '( ! "
QQQQQQQQQQQ QQQQ
: 'QQQ)
: -QQQ)
: Q) 5Q
: Q Q
: Q(. Q
( ) QQQ = ( ) QQ # QQW( :' Q) 2Q
( )
2004 / / :TQ, : .

! "" # $"" %

.' . . :" ( ')


. ) 10 :
QQQ ) 12 : (.

DT 8W D 5 = D < D 3(. - V T (# " ( •


2L D2 D' # ) 514 - < ' - T " D # 5 G()
.T 6 ;" G > .T &
. >= 9& % * # ( 9& - T (# T T ) " •
.S ) - * . T (
%(# 2 T K T 5 ()( ; ) D ) ( N $ T (# ; •
.* # F D R F D , `
. ) R 5F : #T () •
. # ) >& ( D < T" •
.> > - ( %(# 5 D*N . #5 0 .) •
.T & T D .F RT •
. # /;E /- •

25
..

>( & > # . , 0 #J (@ (4 )


2 & 9 ):
: . ( . (@ 0 #: / ,
#
& ; = 3(. •
5 6 R/5 6 * < •
5= •
T 2W •
# G () •
) ; = 2 - 2F ' •
&
) ; = 2 •
&
2: 2 5= •
T 6 ;" 3 W) •
* " = 9& ( •
= S ) - ( •
;) ( N $ •
)
, ` ( ) •
: # T () •
: R
! ) 2 =& < T" •
E) ; = ( •
) # )
&' ( *N . N < 5 .) •
'> 5 - ( %(# 5 •
E F > >
.F RT •
& T •








26
..

& , # (5 )
& , 5 6

# 9 ): (@

: & , 2 &

"& E) : :

27
..

KK
E6F
555555555555 6 ,
. & N " , 3 .1
. V = * T %(# 2 8( , 3 .2

8
.( ) >2 + ) < N ") ) # 3 .3

(5)
0
.'( ! " () CE , . . 3 .4

7
DC , 3 %(# 0 # D , . . 3 .5
.2& S 2=& @ ) '( ; () .1
.2& S (=& () @ .2

:
.* < ) 2< : S ) % $ 2& < ) !" .3

(5)
(T<# T - ) 2& '( # ( & E .4

9
.2& 2 =& * < G( >( G( 2& >( > .5
. >. . ; ( * R * 5 6: = .1
. (< : # 2& ( > ) @ ; ( > * > ( 8( & 8 'F .2

<= , >-
." ( ( > ) $ 5 > ) > '> N : & ) ( C & .3

(7)
. > 2 ( , ) ( 'E F .4
. > "6 ; ) > " ( ' F- ) : .5

;,2
.> T ) 5>) > '> ( " ( N ' . ) .6
. F V U - " (( > . ' .7
.T FS ) * , ) " ( N 5>) '> - .1

+ ?'
.T T 6 * < > " ( N 5>) '> - .2

(4)
. @ c * < > " ( N 5>) '> - .3
.> %(# ) ( > " ( N 5>) '> - .4
.T 5>) G () - ) F G $ %(# " ( #) .1
.> " ( N 5>) '> ( 2 2)() ',) .2
.'> & ( " & ' 9 %(# " #) EF # .3
< /@ :
(6)

. - 2 , '> $2 G () .# ' , ) .4
.' > "6 %(# " ( N : "W ' F .5
. () @ ',) .6
.S S ) U - # = 5 6: 3. ! - F .1
BC D

. 5F >) * > ( " ( ;) <S .2


(5)

5>) F N : -# ( & N : 5 S .3
A 1(

.d '( 5 9 '> " ( :5 "6 2 # .4


.K .5

28
..

29
..

:8
( " - '( ! "S & CE , 0 ) " %& .1
. '1989 D < D ( U ( S . ' ( " E
& '(# ()() " ( > (. - ( ): " %& .2
. '1995 D* D ( N D% : (1)
& '(# ()()" 9 9 - '( )" %& .3
. '1996 * 6 . 1 % : 1 ( (2)
& Q 'Q(# ()Q()" Q Q(. Q( )& ): " %& .4
. 1998D ( D* 6 . (3)
& Q 'Q(# ()Q()" Q , 9 ): : '( " %& .5
.;1998 ( D* 6 . (4)
D , / D * 6 . "'( )& c . 2, " %& .6
.1998 /12/ 311 -# D )& @
Q /Q D * 6 . " > : " *N & ( ( " %& .7
.1999 D (12110) -# ( )& @ D )
DC, Q 5 Q 5 =F : '( " 8 (.# - F & " %& .8
Q S " 2= )& # :* – ( ! ) /
.2000/4/51 4 D ,
D )Q / D* 6 . " ( ; S '( " %& .9
.2000 /11/715) -# )& @
*N Q& ( + Q Q Q Q ( B" " *N & 9" %& .10
.2001 D )& ) ( D 6 D # ) / D
& Q 'Q(# ()Q() DU Q Q) :2 : N D & '(# " %& .11
. 2001D% : D ( D * 6 . (5)
& Q '(# ()() D 9 B" 2, : < N D & '(#" %& .12
. 2001D ( D* 6 . (6)
Q /Q " Q (. '6 %(# - & ( ( 2 & : - $ < " %& .13
.2001 D -# & ) * 6 . D! = c @ 2&
2 : / " C, " %& .14
2004D ) D0 D , 2 G( %& ) D ; =
()()"B C, 5 =F :'( " 8 (.# - F & " %& .15
.2002 D% : D ( D * 6 . &7 D & '(#
D )& = C, ()() D D! : - D # N @ ; .16
2000D% :

30
..

31
..

: :8 <
25. Bender, W.N., & Smith, J.K. (1990): Classroom behavior of children and
adolescents with learning disabilities:A meta-analysis. Journal of Learning Disabilities,
23, 298-305.
26. Biederman J, Milberger S, Faraone SV, et al. Family environment risk factors
for attention – deficit hyperactivity disorder. Arch Gen psychiatry.1995; 52: 464 – 470.
27. Black, F.W. (1974): Self-concept as related to achievement and age in learning
disabled children. Child Development, 45, 1137-1140.
28. Bos, C.S., & Vaughn, S. (1994): Strategies for teaching students with learning
and behavior problems. Needham Heights, MA: Allyn & Bacon.
29. Faraone S, Biederman J, Mennin D, Gershon J, Tsuang M. A prospective four –
year follow – up study of children at risk for ADHD: psychiatric, neuropsychological,
and psychosocial outcome. J Amacad Child Adolesc Psychiatry.1996; 35: 1449 – 1459.
30. Fergusson D, Lynskey M, Horwood L. Factors alsociated with continuity and
changes in disruptive behavior patterns between childhood and adolescence. Jabnorm
Child Psychol. 1996; 25(5): 533 – 551.
31. Flether K,E; Fischer, M; Barkley RA, Smallish L. A sequential analysis of the
mother – adolescent interactions of ADHD,ADHD/ ODD, and normal teenagers during
neutral and conflict discussions. J Abnorm Child Psychol. 1996; 24: 271 – 297.
32. Hallahan, D., and Reeve, R. E. (1980): Selective attention and distractibility. In
"Advances in Special Education," Vol. 1 (B. Keogh, ed.), pp. 141-181. JAI Press,
Greenwich, Connecticut.
33. Kirk,S.A. (1987): The learning-disabled preschool child. Teaching Exceptional
Children, 19 (2), 78-80.
34. Leigh, J. (1987): Adaptive behavior of children with learning disabilities. Journal
of Learning Disabilities, 20, 557-562.
35. Lowenthal, B. (1996): Precursors of learning disabilities at preschool age. LDA
Newsbriefs, 31 (2), 3-4.
36. McKinney, J. D. (1984):.The search for subtypes of specific learning disability.
J. Learning. Disabilities. 17, 43-50.
37. Seidman LJ, Biederman J, Faraone SV, et al. Effects of family history and co
morbidity on the neuropsychiatry logical performance of children with ADHD:
preliminary findings. jam Acad Child Adolescent Psychiatry. 1995; 34: 1015 – 1024.
38. Swanson,H.L., and Rathgeber, A. (1986): The effects of organizational
dimensions on learning disabled readers' recall . J. Educ. Res. 79, 155-162.
39. Voeller, K.K.(1994):Techniques for measuring social competence in children. In
G.R.Lyon (Ed.),Frames of reference for the assessment of learning disabilities: New
views of measurement issues (pp. 525-554). Baltimore: Paul Brookes.
40. Zametkin, A. J., and Rapport, J. L. (1987): Neurobiology of attention deficit
disorder with hyperactivity: Where have we come in 50 years? J. Am. Acad. Child
Adol. Psych. 26, 676-686.
41. Zametkin, A., et al. (1990, November 15). Cerebral glucose metabolism of adults
with hyperactivity of childhood onset. New England Journal of Medicine, 323, 1361-
1364.þ

32

You might also like