A tripartite classroom-based intervention model for children with Attention-Deficit/ Hyperactivity Disorder. (c2005)

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dc.contributor.author Tabit Abou Faraj, Sana H.
dc.date.accessioned 2011-04-26T07:56:22Z
dc.date.available 2011-04-26T07:56:22Z
dc.date.copyright 2005 en_US
dc.date.issued 2011-04-26
dc.date.submitted 2005-09
dc.identifier.uri http://hdl.handle.net/10725/419
dc.description Includes bibliographical references (leaves 98-116). en_US
dc.description.abstract 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. en_US
dc.language.iso en en_US
dc.subject Attention-deficit-disordered children -- Education en_US
dc.subject Hyperactive children -- Education en_US
dc.subject Classroom management en_US
dc.title A tripartite classroom-based intervention model for children with Attention-Deficit/ Hyperactivity Disorder. (c2005) en_US
dc.type Thesis en_US
dc.term.submitted Summer II en_US
dc.author.degree MA in Education en_US
dc.author.school Arts and Sciences en_US
dc.author.idnumber 200104607 en_US
dc.author.commembers Dr. Iman Osta
dc.author.woa OA en_US
dc.description.physdesc 1 bound copy: 122 leaves; col. ill.; 30 cm. available at RNL. en_US
dc.author.division Education en_US
dc.author.advisor Dr. Ketty Sarouphim
dc.identifier.doi https://doi.org/10.26756/th.2005.13 en_US
dc.publisher.institution Lebanese American University en_US

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