有或没有注意力缺陷多动障碍儿童的学校参与,支持和障碍
Koray Kara1, Ozgun Kaya Kara2, Barkin Kose3
1Child and Adolescent Psychiatry, University of Health Sciences, Istanbul, Turkey.
BMJ paediatrics open
|February 19, 2025
概括
患有注意力缺陷多动症 (ADHD) 的儿童参与学校活动的比例较低,并面临更多的环境障碍. 社会关系和支持可以提高他们的学校参与度.
科学领域:
- 儿童心理学 儿童心理学
- 神经发育障碍 神经发育障碍
- 教育心理学教育心理学
背景情况:
- 注意缺陷多动症 (ADHD) 影响儿童的日常活动.
- 了解学校参与模式对于支持ADHD儿童至关重要.
研究的目的:
- 为了比较ADHD和无ADHD儿童之间的学校活动参与.
- 识别影响ADHD儿童参与的环境障碍和支持.
主要方法:
- 一项涉及365名儿童的前性横截面研究 (175名患有多动症,190名没有).
- 使用了儿童和青少年参与和环境措施 (PECSY).
主要成果:
- 患有ADHD的儿童在学校活动中的参与频率明显降低.
- 环境因素为参与ADHD的儿童带来了更大的挑战.
- 患有ADHD的儿童不太可能参与各种活动类型.
结论:
- 患有ADHD的儿童在课堂和社交活动中遇到困难,受认知,感官和安全因素的影响.
- 积极的同龄人关系,文化接受和支持系统可以改善ADHD儿童的学校参与.
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