文献类型：期刊文献

中文题名：积极认知行为干预对注意缺陷多动障碍儿童作用的个案研究

英文题名：A Case Study of the Role of Positive Cognitive Behavioral Intervention in Children With Attention Deficit Hyperactivity Disorder

作者：刘洁[1,2];张旭(指导)[1]

第一作者：刘洁

机构：[1]北京联合大学特殊教育学院,北京100075;[2]北京小学广内分校,北京100053

第一机构：北京联合大学特殊教育学院

年份：2019

卷号：0

期号：6

起止页码：74-80

中文期刊名：现代特殊教育

外文期刊名：Modern Special Education

收录：国家哲学社会科学学术期刊数据库

语种：中文

中文关键词：儿童注意缺陷多动障碍;积极认知行为干预;单一被试研究

外文关键词：children with attention deficit hyperactivity disorder;positive cognitive behavioral intervention;single subject study

摘要：通过采用积极认知行为干预法,对一名12岁注意缺陷多动障碍儿童的问题行为进行个案干预。研究采用单一被试实验法中的A-B实验设计,干预过程包括基线期(A)和干预期(B)两个阶段,以个案上课分心时间、分心次数和违反班级规则次数为因变量指标。干预结束后,对基线期和干预期的因变量数据进行量化分析,发现积极认知行为干预能有效减少注意缺陷多动障碍儿童的上课分心和违反班级规则行为;对违反班级规则行为的干预效果好于上课分心行为。
This study used a positive cognitive behavioral intervention method to intervene a 12-year-old ADHD child.The study used the AB experiment design in the single subject experiment method.The intervention process included two stages:baseline period(A)and dry expectation(B).The distraction time,the number of distractions and the number of violations of the class rules were used as the dependent variables.After the intervention,the baseline and the expected data of the dependent variables were quantitatively analyzed.It has found that positive cognitive behavioral intervention can effectively reduce the distraction and violation of class rules in children With ADHD,but the intervention effect on violation of class rules is better than distracted behavior in class.