Tóm tắt tiếng anh: Giáo dục hành vi cho học sinh rối loạn tăng động giảm chú ý học hòa nhập ở đầu cấp tiểu học.

Giáo dục hành vi cho học sinh rối loạn tăng động giảm chú ý học hòa nhập ở đầu cấp tiểu học.Giáo dục hành vi cho học sinh rối loạn tăng động giảm chú ý học hòa nhập ở đầu cấp tiểu học.Giáo dục hành vi cho học sinh rối loạn tăng động giảm chú ý học hòa nhập ở đầu cấp tiểu học.Giáo dục hành vi cho học sinh rối loạn tăng động giảm chú ý học hòa nhập ở đầu cấp tiểu học.Giáo dục hành vi cho học sinh rối loạn tăng động giảm chú ý học hòa nhập ở đầu cấp tiểu học.Giáo dục hành vi cho học sinh rối loạn tăng động giảm chú ý học hòa nhập ở đầu cấp tiểu học.Giáo dục hành vi cho học sinh rối loạn tăng động giảm chú ý học hòa nhập ở đầu cấp tiểu học.Giáo dục hành vi cho học sinh rối loạn tăng động giảm chú ý học hòa nhập ở đầu cấp tiểu học.Giáo dục hành vi cho học sinh rối loạn tăng động giảm chú ý học hòa nhập ở đầu cấp tiểu học.Giáo dục hành vi cho học sinh rối loạn tăng động giảm chú ý học hòa nhập ở đầu cấp tiểu học.Giáo dục hành vi cho học sinh rối loạn tăng động giảm chú ý học hòa nhập ở đầu cấp tiểu học.

MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION NGUYEN THI HOA BEHAVIORAL EDUCATION FOR STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER AT THE FIRST STAGE OF INCLUSIVE PRIMARY EDUCATION Specialized: Special Education Code : 9.14.01.18 ABSTRACT DISSERTATION OF SCIENCE EDUCATION Hanoi – 2022 The work is completed at: HA NOI NATIONAL UNIVERSITY OF EDUCATION Science instructor 1: Assoc.Prof.Dr Hai Nguyen Xuan Science instructor 2: Dr Thao Do Thi Reviewer 1: Prof Dr Yen Nguyen Thi Hoang- National Academy of Education Management Reviewer 2: Assoc.Prof Dr Hoa Pho Duc- Hanoi National University of Education Reviewer 3: Assoc.Prof.Dr Huyen Nguyen Thi Thanh- Thai Nguyen University of Education The dissertation will be defended in front of the Examination Council at Hanoi National University of Education at hour date month year The dissertation can be found at the library: National Library, Hanoi or Library at Hanoi National University of Education BEGINNING The urgency of the topic In the current developmental trend of special education in many countries around the world, including Vietnam, inclusive education for students with disabilities is given priority for development Law on People with Disabilities No 51/2010/QH12 of the National Assembly, which took effect on January 1, 2011 confirmed that inclusive education is the main method of education for students with disabilities Some studies have confirmed the advantage of inclusive education for students with attention deficit hyperactivity disorder (AD/HD) Authors Hoang Thi Hanh and Tran Van Cong (2018) assert that inclusive education helps students with AD/HD have more opportunities to achieve higher standards and become independent learners Karhu, Närhi and Savolainen (2018) show that with the support of a positive behavior support system in inclusive education has brought success in reducing disruptive behavior of students with AD/HD As can be seen, inclusive education not only ensures the rights of students but also is an appropriate and effective form of education for students with AD/HD The reality of inclusive education shows that all schools have accepted students with disabilities in general and students with AD/HD in particular into inclusive schools, however, giving specific guidelines for inclusive education teachers in order to support students with AD/HD is not much In inclusive primary classroom, students with AD/HD often have some behaviors such as: Difficulty in complying with regulations (such us speaking or answering freely, always making noise, going out …) (DSM-5, 2013); Lack of attention in learning (Pierangelo and Giuliana, 2015; Rief, 2005; Nguyen Trong Trung, 2008); Weak in organizational skills; have oppositional behavior (Barkley, 2019)… These behaviors greatly hinder students in the learning process in inclusive classroom For students with attention deficit hypercativity disorder at the first stage of inclusive primary education, behavioral problems are common because they have just moved from a preschool environment (play is the main activity) to the primary school environment (learning is the main activity) In addition, when entering primary school, they have to sit during class and listen to lectures, follow the schedule, follow the discipline, Thus, in order to help students with AD/HD meet the program requirements, it is necessary to implement behavioral education for them Researches on the application of behavioral therapy and intervention methods for students with AD/HD in the world and in Vietnam are quite diverse However, in Vietnam, research on this disorder has only stopped at surveys on the prevalence, clinical psychological manifestations or the initial application of some therapies in intervention for students with AD/HD In the field of education, research on AD/HD is still modest From the theoretical and practical issues mentioned above, we selected the topic "Behavioral education for students with attention deficit hypercativity disorder at the first stage of inclusive primary education" to research Research purposes On the basis of theoretical and actual research results, the thesis proposes process of behavioral education, builds methods to train behaviors for students with AD/HD at the first stage of inclusive primary education, forms appropriate behavior, preventing and minimizing inappropriate behavior of students in participating in learning and educational activities at school Objectives and Subjectives of the research 3.1 Objectives: Procedure and methods for behavioral education for students with AD/HD at the first stage of inclusive primary education 3.2 Subjectives: Process of behavioral education for students with AD/HD at the first stage of inclusive primary education Scientific hypothesis Students with AD/HD at the first stage of inclusive primary education have many behaviors that interfere for learning If there is an appropriate system of methods on behavioral education which focus on adjusting the environment, curriculum, increase individual support, for students in inclusive class, it will help them to improve the ability to give attention on lessons, understand and well implement school rules and regulations, communicate and interact with teachers and friends, complete study tasks, contribute to the achievement of educational results for students with AD/HD at the first stage of inclusive primary education Tasks of the research 5.1 Research the theoretical basis about behavior and behavioral education; AD/HD and students with AD/HD, the process of behavioral education for students with AD/HD at the first stage of inclusive primary education; Factors affecting the process of behavioral education for students with AD/HD at the first stage of inclusive primary education 5.2 Assessing status of behaviors of students with AD/HD and the current situation of eductating behavior for students with AD/HD at the first stage of inclusive primary education 5.3 Proposing experimenting the methods of behavioral education for students with AD/HD to confirm the science, necessity and feasibility of process of behavioral education and the proposed methods Limitation of the research 6.1 About the content of the research The thesis focuses on studying methods of behavioral education for students with AD/HD at the first stage of inclusive primary education in grades 1, and for students with AD/HD and teachers combined with students’ parents 6.2 About Research sites and Objects of survey Research sites: The thesis was carried out in some primary schools have students with AD/HD at the first stage of inclusive primary education in Hanoi city and Bac Giang city Experiment was carried out in a public inclusive primary school in Bac Giang City Object of survey: 47 students with AD/HD, 144 teachers who have been teaching students with AD/HD at the first stage of inclusive primary education, 140 parents of students with AD/HD are learning at inclusive primary schools Object of Experiment: 03 students with AD/HD learn at an inclusive primary school in Bac Giang City Research methodology 7.1 Methodology: The thesis is based on the following approaches to select research methods: behavioral approach, activity approach, inclusive approach, individualize approach (individualize), development approach 7.2 Specific research methods 7.2.1 Group of theoretical research methods: Analyze, synthesize, generalize and concretize domestic and foreign documents to build the theoretical basis of the topic 7.2.2 Group of practical research methods: Survey by questionnaire, interview, observation, test methods, case study, pedagogical experiment 7.2.3 Methods of processing data by mathematical statistics: Using mathematical statistics and SPSS software Contribution of the thesis 8.1 About theoretical aspects: - The thesis has contributed to enrich the theory of AD/HD, behavior of students with AD/HD at the first stage of inclusive primary education - Theoretical basis system about behavioral education for students with AD/HD at the first stage of inclusive primary education - System of behavioral education measures for students with AD/HD at the first stage of inclusive primary education based on the student's behavioral characteristics, classroom environment and other related conditions 8.2 About the reality: - Analyzing and clarifying the advantages, limitations and factors affecting the results of behavioral education for students with AD/HD at the first stage of inclusive primary education, contributing to improve the results of behavioral education for students - A toolkit to assess the behavior of students with AD/HD at the first stage of inclusive primary education - The system of methods proposed and verified through pedagogical experiments have value for the management, training and retraining of teachers who teach students with AD/HD At the same time, suggestions for cooperation with families also help students' parents gain more knowledge and skills to educate behavior for students better Thesis protection - Behavioral characteristics of students with AD/HD and factors of the inclusive classroom are the basis for determining the methods behavioral education for them - Behavioral education for students with AD/HD in response partially to the student's physical and mental needs, adjusting factors of classroom environment, curriculum, and increasing individual supports will help form appropriate behaviors, prevent and reduce students’ inappropriate behavior - Behavioral education for students with AD/HD with cooperation between teachers and families will help improve behavioral education outcomes for students 10 The structure of the thesis Besides the introduction, conclusion - recommendations, the thesis includes three chapters: Chapter 1: Theoretical basis of behavioral education for students with AD/HD at the first stage of inclusive primary education Chapter 2: The current situation of behavioral education for students with AD/HD at the first stage of inclusive primary education Chapter 3: Methods of behavioral education for students with AD/HD at the first stage of inclusive primary education Chapter THEORETICAL BASIS OF BEHAVIORAL EDUCATION FOR STUDENTS WITH AD/HD AT THE FIRST STAGE OF INCLUSIVE PRIMARY EDUCATION 1.1 Overview history research issues 1.1.1 Research on AD/HD Researches on AD/HD mainly focus on detecting the occurrence rate, diagnosis and assessment, and interventional and therapeutic methods such as: sensory therapy, physical activity, cognitive behavioral therapy … Researches on education for students with AD/HD are modest 1.1.2 Research on behaviors of students with AD/HD Researches show that students with AD/HD often exhibit behaviors such as: Difficult to maintain attention on tasks or instructions, often getting out of their seats without permission, ccting before thinking, changing activities continuously, having a short attention span, having difficulty in concentrating and following instructions, easily distracted, difficult to maintain tasks… 1.1.3 Research on behavioral education for students with AD/HD Contents of behavioral education for students with AD/HD such us: Students with AD/HD need to be educated in discipline skills, study skills, increased desk time, focus and maintain attention on tasks, and working quietly Methods of behavioral education for students with AD/HD including: example method, practice method, reinforce method, state pedagogical requirements method, conversation method Methods behavioral education for students with AD/HD including: Adjust, create a structured environment, use supports by peers 1.1.4 Research on behavioral education for students with AD/HD in inclusive primary education Researches on behavioral education for students with AD/HD in inclusive primary education such us: Research on classroom structuring, teaching modification, peer-based interventions, tokens and self-management, environment modification, task modification, instructional modification, assessment and behavioral intervention planning; behavior reinforcement, forming new behavior 1.2 Students with AD/HD 1.2.1 Concept of AD/HD The thesis uses the concept of AD/HD: AD/HD is a developmental disorder consisting of frequent and prolonged manifestations of reduced attention, overactivity or difficulty in controlling compared to other characteristics common development at the same age Symptoms of AD/HD manifest in many settings and affect the learning and relationships of students AD/HD 1.2.2 Classification and diagnostic criteria for AD/HD Classification for AD/HD: According to the diagnostic rating scale ADHDT2, there are levels: very low, low, medium, high, and very high Diagnostic criteria for AD/HD: According to the DSM-5 diagnostic criteria for AD/HD 1.2.3 Students with AD/HD at the first stage of inclusive primary education Within the scope of the thesis, we determine: Students with AD/HD at the first stage of inclusive primary education are 6-12 year old students, exhibiting signs of lack of concentration and attention, difficult to control and overactivity, affecting their learning, emotional development and social skills 1.2.4 Developmental characteristics of Students with AD/HD at the first stage of inclusive primary education In this section, we present the characteristics of the development areas of students with AD/HD, including: Characteristics of motor development, characteristics of cognitive development, language and communication characteristics, characteristics of planning skill and organizing work and characteristics of social skills 1.3 Theory about behavior of students with AD/HD 1.3.1 Concept of behavior and AD/HD behavior 1.3.1.1 Behavior In this thesis, we use the following concept of behavior: Behavior is the outward expression of each individual to stimuli inside the body or outside the environment 1.3.1.2 AD/HD behavior We determine that, "AD/HD behaviors are behaviors related to persistent inattentiveness, hyperactivity-impulsivity, which negatively affect learning and social relationships" In the thesis, we define “Behaviors of students with AD/HD at the first stage of inclusive primary education are behaviors that are related to or a consequence of attention deficit, hyperactivity- impulsivity which negatively affect students' learning and relationships with teachers and friends in inclusive primary classroom" 1.3.2 Behavior of students with AD/HD at the first stage of inclusive primary education Students with AD/HD at the first stage of inclusive primary education have such beahviors: Difficulty in complying regulations, inattention when studying from mild to severe, weak in organizational skills, oppositional behavior, disorder in communication judge behavior 1.4 Theory about behavioral education for students with AD/HD at the first stage of inclusive primary education 1.4.1 Concept of behavioral education for students with AD/HD at the first stage of inclusive primary education Within the research scope of the thesis, in our opinion, “Behavioral education for students with AD/HD is a process of purposeful and planned impact through educational activities to form appropriate behaviors, prevent and reduce inappropriate behavior of students with AD/HD, helping them to have appropriate behavior in participating in learning and educational activities at school” 1.4.2 Proccess of behavioral education for students with AD/HD at the first stage of inclusive primary education 1.4.2.1 Objectives of behavioral education for students with AD/HD at the first stage of inclusive primary education Objectives of behavioral education for students with AD/HD at the first stage of inclusive primary education are expectations for student’s behavior that include: 1) Students with AD/HD have foundational skills and skills basic learning; 2) Students with AD/HD have certain learning successes; 3) Help students build and develop relationships with friends and teachers; 4) Provide opportunities for students with AD/HD to integrate into classroom and social settings 1.4.2.2 Contents of behavioral education for students with AD/HD at the first stage of inclusive primary education For students with AD/HD at the first stage of inclusive primary education, the behaviors that need to be educated include: Complying with rules/regulations, paying attention when studying, organizing behavior, communicating behavior and reducing oppositional behavior 1.4.2.3 Methods of behavioral education for students with AD/HD at the first stage of inclusive primary education Methods of behavioral education for students with AD/HD at the first stage of inclusive primary education, conclude: Conversation, explanation, set a good example, state pedagogical requirements, assign work, practice, reinforce, using situation, evaluating the results of behavioral education 1.4.2.4 Aids of behavioral education for students with AD/HD at the first stage of inclusive primary education Aids of behavioral education for students with AD/HD at the first stage of inclusive primary education conclude: Sensory aids, task board, rules picture card, activity calendar, task notebook, calculator/phone, adjusted worksheet, timer clock, rule board reward exchange 1.4.2.5 Procedure of behavioral education for students with AD/HD at the first stage of inclusive primary education Stages of behavioral education for students with AD/HD at the first stage of inclusive primary education consists of steps: 1) Identify the behavior of students with AD/HD; 2) Making behavior training plan; 3) Organizing behavior training activities; 4) Evaluating results of behavior training 1.4.2.6 Measures of behavioral education for students with AD/HD at the first stage of inclusive primary education Measures of behavioral education for students with AD/HD at the first stage of inclusive primary education identified in the thesis is a specific way to build curriculum content, methods, and the way ti organize behavioral education activities based on individual characteristics of students with AD/HD and meet the requirements of the behavioral education process in order to help teachers and students' parents implement behavioral education effectively In order to behavioral education for students with AD/HD at the first stage of inclusive primary education, we can carry out the following behavioral education measures: Adjusting, implementing positive behavioral education measures, punishing inappropriate behavior appropriate, using peer support groups, coordinating forces, using additional interventions and therapies 1.4.2.7 Forms of behavioral education for students with AD/HD at the first stage of inclusive primary education For students with AD/HD at the first stage of inclusive primary education, the thesis approaches the organizational form of behavioral education according to the following approach: By subject (moral subject), integrated in other subjects, extracurricular activities and individual support (individual support in the classroom and through individual lessons) 1.4.2.8 Evaluation of behavioral education outcomes for students with AD/HD at the first stage of inclusive primary education Evaluation of behavioral education outcomes for students with AD/HD should be carried out in accordance with the regulations on assessment of primary school students, assessment of students with disabilities in inclusive school and assessment of behavioral education outcomes for students with AD/HD in inclusive primary school 1.4.3 Factors affecting the process of behavioral education for students with AD/HD at the first stage of inclusive primary education Subjective factors (including factors related to students, teachers, parents) and objective factors (including factors related to educational management agencies, facilities, classroom environment), the combination between educational forces and social factors) Conclusion Chapter 1 Studies on AD/HD focus mainly on the detection, characterization of symptoms of AD/HD, epidemiology, and refer to intervention and treatment of students with AD/HD Researches on behavioral education for students with AD/HD in the inclusive education are really new in Vietnam Therefore, the thesis focuses on this issue AD/HD is a developmental disorder that is a frequent and persistent manifestation of inattention and/or overactivity relative to other students at the same age AD/HD is divided into types: predominant inattentive, predominant hyperactive-impulsive, and 14 No Procedure Teachers Parents Genaral (N=144) (N=140) (N=284) M SD Rank M SD Rank M SD Rank Identifying the behavior of students with AD/HD 3.21 0.40 Planning behavioral education for students 3.70 0.63 with AD/HD Organizing behavioral education activities for 3.31 0.58 students with AD/HD Assessment of behavioral education outcomes of 2.65 0.66 students with AD/HD Genaral 3.21 0.56 2.69 0.56 2.95 0.55 3.64 0.65 3.67 0.64 3.21 0.62 3.26 0.60 2.14 0.85 2.40 0.80 2.9 0.6 0.6 3.07 The survey results show that, in general, the teachers and parents implement the procedure of behavioral education for students with AD/HD occasionally” (M= 3.07, SD= 0.64) Teachers and parents “plan behavioral education for students with AD/HD frequently (M= 3.67, SD= 0.64) Ranked in second is the skill “Organizing behavioral education activities for students with AD/HD” (M= 3.26, SD= 0.60) Teachers and parents “Identifying the behavior of students with AD/HD” occasionally (M=2.95, SD= 0.55) Teachers and parents “Assessment of behavioral education outcomes of students with AD/HD” rarely (M= 2.40, SD = 0.80) g) Reality of implementing the mesures of behavioral education for students with AD/HD at the first stage of inclusive primary education Table 2.14 Reality of implementing the mesures of behavioral education for students with AD/HD at the first stage of inclusive primary education (N= 144) No Mesures of behavioral education Adjusting the environment Adjusting teaching contents, methods, aids Adjusting assessment Implementing positive behavioral education methods (instructing new behaviors, modeling correct behavior, reinforcing appropriate behavior, etc.) Punishment for inappropriate behavior Using based-peer supports Coordinating with other teachers and school organizations (union, clubs,…) M 3.74 3.21 2.27 3.40 SD 0.44 0.54 0.44 0.49 Rank 3.07 3.60 3.47 0.25 0.49 0.50 15 Coordinating with families 3.67 0.47 Using addtion of interventions and therapies (sensory 1.87 0.34 therapy, occupation therapy, physical training, sports,…) The data in the table above shows that the behavioral education methods which teachers have been using focus on methods used for the whole class such as adjusting the environment, coordinating with students' families and using based-peer support Methods that directly focus on student behavior, such as planning for behavioral education, building and implementing positive behavioral education measurres, teaching adjustment have not been focused on implementation Specifically: The method which teachers most used is adjusting the environment (M= 3.74, SD= 0.44) The next method is coordinating with students' families (M= 3.67, SD= 0.47) The method based-peer support is also used by many teachers (M= 3.60, SD= 0.49) The teahchers rarely use additional interventions and therapies methods (M = 1.87, SD = 0.34) h) Reality of implementing the forms of behavioral education for students with AD/HD at the first stage of inclusive primary education Bảng 2.15 Reality of implementing the forms of behavioral education for students with AD/HD at the first stage of inclusive primary education (N= 144) Forms By subject (moral subject) Integrated in subjects Very Frequently Sometime Rarely Never M frequently Amount % Amount % Amount % Amount % Amount % SD Rank 0 66 45.8 78 54.2 0 0 3.46 0.50 0 134 93.1 10 6.9 0 0 3.93 0.25 Extracurricula 0 6.2 135 93.8 0 0 3.06 0.24 r activities Individual 0 0 77 53.5 67 46.5 0 2.53 0.50 support In general, teachers implement behavioral education forms occasionally, distributed mainly at regular and occasional levels The form which is most common used is “Integrated in subjects” (M= 3.93; SD= 0.25, ranked 1) The next form used by teachers to teach students with AD/HD is “By subject (moral subject)” (M= 3.46, SD = 0.50, ranked 2) Extracurricular activities are the form used by fewer teachers (M= 3.06, SD= 0.24, ranked 3) According to the research, although teachers have individual support for students during class hours, but a few teacher support students through individual lessons (M= 2.53, SD = 0.50, ranked 4) i) Assessment outcomes behavioral education for students with AD/HD at the first stage of inclusive primary education 16 Table 2.16 Assessment outcomes behavioral education for students with AD/HD at the first stage of inclusive primary education (N=144) Assessment outcomes Assessmen t outcome Assessmen t outcome Assessmen t outcome Very Frequently Sometime Rarely frequently Amount % Amount % Amount % Amount % Never M Amount % SD Rank 57 39.5 78 54.2 6.3 0 0 4.33 0.59 0 14 9.7 77 53.5 53 36.8 0 2.73 0.62 0 0 0 21 14.6 123 85.4 1.15 0.35 Chú thích: Assessment outcome 1: General assessment regulations of the Ministry of Education and Training Assessment outcome 2: Assess the behavioral education outcomes of students with AD/HD according to the assessment regulations for students with disabilities in inclusive school Assessment outcome 3: assess the behavioral education results of students with AD/HD according to the developed behavioral education plan Most of teachers regularly assess the behavioral education results of students with AD/HD according to the general assessment regulations of the Ministry of Education and Training for students in primary school (M=4.33, SD=0.59) Teachers assess the behavioral education results of students with AD/HD according to the assessment regulations for students with disabilities in inclusive school at occasional level (M=2.73, SD=0.62) There are very few teachers who assess the behavioral education results of students with AD/HD according to the developed behavioral education plan (M = 1.15, SD = 0.35) i) Reality of coordinating between teachers and parents on behavioral education for students with AD/HD at the first stage of inclusive primary education Table 2.17 Reality of coordinating between teachers and parents on behavioral education for students with AD/HD at the first stage of inclusive primary education No Contents Providing information about the student's behavioral characteristics Developing of behavioral Teachers (N=144) Ran M SD k 3.93 0.25 Parents (N=140) Ran M SD k 4.23 0.52 M SD Rank 4.08 0.43 3.07 2.33 2.70 0.61 0.25 0.65 Genaral (N=284) 17 No Contents Teachers (N=144) Ran M SD k Parents (N=140) Ran M SD k Genaral (N=284) M SD Rank education plans Applying teaching methods/methods behavioral education Implementing additional interventions and therapies Following the results of behavioral education Chung 3.46 0.50 3.32 0.64 3.39 0.58 2.54 0.50 3.22 0.41 2.88 0.57 3.21 0.40 3.07 0.25 3.14 0.34 3.24 0.38 3.23 0.4 3.24 0.5 The contents of collaborations between teachers and parents are implemented on occasional and regular level The contents which have higher level of coordination are those related to the activities held regularly at the inclusive school such as: Providing information about the student's behavioral characteristics with M= 4.08, SD= 0.43; Applying teaching methods/methods behavioral education with M= 3.39, SD= 0.58; Following the results of behavioral education with M= 3.14, SD= 0.34 The content of coordination related to the Developing of behavioral education plans are implemented by few teachers and parents (M= 2.70, SD= 0.61) 2.2.2.3 Reality of factors affecting to behavioral education for students with AD/HD at the first stage of inclusive primary education There are many factors affecting the behavioral education for students with AD/HD at the first stage of inclusive primary education in which subjective factors affecting higher than objective factors Among subjective factors, factors belonging to students have a stronger influence than factors belonging to teachers and parents Among the objective factors, the factor of facilities and environmental conditions and the coordination between the forces have stronger influence than the factors belonging to the management agency and the social factor 2.2.2.4 Teachers' and parents’ wishes in improving the quality/outcomes of behavioral education process for students with AD/HD at the first stage of inclusive primary education The wishes of teachers and parents focus on issues such as: investment in facilities, financial support, organization of workshop, individual support Conclusion chapter Inattention when learning is the behavior which students with AD/HD display most often 18 Teachers and parents initially have awareness about the concept of AD/HD, the stages of behavioral manifestation and the role of behavioral education for students with AD/HD disorder, but the level of awareness is still not high The ability of teachers and parents in identifying behavior of students with AD/HD are quite similar and are at average level There are many factors affecting the behavioral education for students with AD/HD at the first stage of inclusive primary education, in which subjective factors affecting higher than objective factors The wishes of teachers and parents focus on issues such as: investment in facilities, financial support, organization of workshop, individual support Chapter METHODS OF BEHAVIORAL EDUCATION FOR STUDENTS WITH AD/HD AT THE FIRST STAGE OF INCLUSIVE PRIMARY EDUCATION 3.1 Principles for developing methods The principles for developing methods should be: Ensure purposefulness, ensure feasibility, ensure conformity with the characteristics of primary school students in general and students with AD/HD in particular and the individual characteristics of students with AD/HD, ensure the combination of behavioral education, intervention and therapy, ensuring synchronous coordination between forces 3.2 Propose behavioral education methods for students with AD/HD at the first stage of inclusive primary education The thesis proposes method domains of behavioral education methods for students with AD/HD at the first stage of inclusive primary education, including: 1) Group of preparatory methods; 2) Group of methods to effectively implement behavioral education process; 3) Group of support methods The following figure illustrates the system of measures for students with AD/HD at the first stage of inclusive primary education The concrete measures are as follows: 19 3.2.1 Measure group 1: Group of measures to prevent inappropriate behavior of students with AD/HD at the first stage of inclusive primary education Measure 1: Properly implement the behavioral education process for students with AD/HD at the first stage of inclusive primary education a) Objective: In order to implement the behavioral education for students with AD/HD effectively, a rigorous process must be followed Implementing behavioral education according to steps scientifically to help solve behavioral problems of students with AD/HD in a thorough, feasible, effective and high quality manner b) Content: The educational education process for students with AD/HD at the first stage of inclusive primary education is performed through the following steps: 1) Identifying the behavior of students with AD/HD; 2) Making behavior training plan; 3) Organizing behavior training activities; 4) Supervising the process of implementing the plan c) Procedure - Identifying behavior includes: Assessing to determine behavior, selecting and using of diagnostic and evaluation tools, organizing diagnosis and evaluation - Observing and recording the behavior of students using the ABC behavior observation board, frequency recording tool, and duration recording tool - Making behavioral education plan to specify the objectives, content, methods/measures of teaching and the way to assess the results of behavioral education - Implementing the behavioral education plan: Informing students of the expectations of teachers and parents about students’ behavior, teachers and parents conduct behavioral education for students with AD/HD in the classroom and at home, monitor students’ behavior at the same time - Supervising the process of implementing the plan Measure 2: Adjusting elements of the teaching process to suit the characteristics of students with AD/HD at the first stage of inclusive primary education a) Objective: Adjusting elements of the teching process helps to meet the needs of students with AD/HD, so that students can more effectively participate in learning and activities in inclusive classrooms b) Content: Adjusting the elements of the teaching process for students with AD/HD at the first stage of inclusive primary education focuses on: Adjusting the environment, adjusting the goals, adjusting the content, adjusting the teaching methods, adjust the form of teaching organization and adjust the methods of assessment c) Procedure - Adjusting the environment: Adjusting the physical and psychological environment of the classroom and family focuses on the following issues: Properly seating students; Develop rules/regulations; Using therapeutic tools; Structuring the classroom/house; Using a support group; Building a positive classroom atmosphere - Adjusting teaching goals for students with AD/HD: If students with AD/HD can follow the same goals as the rest of the class, let them learn like their friends In case 20 students with AD/HD have difficulties, the teaching objectives can be adjusted in the direction of reducing the level to be achieved - Adjusting teaching contents for students with AD/HD includes: Simplifying knowledge, reducing tasks, dividing tasks, designing tasks suitable for students - Adjusting the method of instruction for students with AD/HD in such ways as: Using cues, giving brief instructions to the child and expressing expected behavior in direct words, regularly checking students - Adjusting the form of organizing activities for students with AD/HD: Organizing activities in the form of whole class, small groups, and individuals - Adjusting the way to evaluate teaching results: Assessing the teaching results of students with AD/HD should be based on the goals in the individual education plan, besides it also needs to be assessed on the basis of motivating, encouraging students' efforts Measure 3: Education to develop executive function skills for students with AD/HD at the first stage of inclusive primary education a) Objective: Educating to develop executive function skills for students with AD/HD at the first stage of inclusive primary education helps them to have better skills thereby reducing inappropriate behaviors b) Content: Educating executive function skills for students with AD/HD such as: Keeping instructions in mind and following instructions; planning and supervising work; starting and maintaining tasks; skills of organization c) Procedure: - Educating the skills of keeping instructions in mind and following instructions by: Making sure the whole class are silent when the teacher gives instructions, making sure that students with AD/HD are listening to the teacher/parent said, using visual cues, gestures to wake students up before guiding important tasks… - Educating the skills of planning, supervising work by: Teaching students how to divide tasks into small steps, using a timer, instructing students with AD/HD to use the calendar to planning and controlling activities - Educating the skills of starting and maintaining tasks by: Repeating instructions, giving a signal to start… - Educating the skills of organization by: Giving a list of items needed for an activity, giving students a list of items to take home every day, and telling the student's parents about this … 3.2.2 Measure group 2: Group of measures to reduce inappropriate behavior of students with AD/HD at the first stage of inclusive primary education Measure 4: Integrating behavioral education for students with ADHD in other educational activities a) Objective: Behavioral education is integrated in other educational activities is a suitable approach, helping the behavioral education process to be carried out continuously b) Content: Integrating behavioral education activities for students with AD/HD in subjects and other educational activities at school and at home 21 c) Procedure: Integrating behavioral education for students with AD/HD is done through the following steps: 1) Planning to integrate behavioral education; 2) Implementing behavioral education activities that are integrated; 3) Monitoring and assessing the results Measure 5: Implementing individual support in behavioral education for students with AD/HD at the first stage of inclusive primary education a) Objective: Individual support that helps meet the unique abilities and needs of students with AD/HD b) Content: Forces involved in the behavioral education process for AD/HD students implement individual support c) Procedure: Inclusive teachers provide individual support in class and individual lessons In addition, individual supports are provided by parents, support teachers, and special teachers Measure 6: Using ignore and paying strategies in behavioral education for students with AD/HD at the first stage of inclusive primary education a) Objective: Ignoring the inappropriate behavior of students with AD/HD helps reduce inappropriate behavior without using of physical and verbal consequences (such as reprimand or repeat “no”) This is a gentle and effective way of teaching and learning, without affecting students' self-esteem b) Content: Teachers and parents ignore inappropriate behaviors that have function to attract attention and deprive reinforcements when students with AD/HD have inappropriate behavior c) Procedure: - Teachers and parents ignore behavior by: Ignoring behaviors that have function to attract attention, informing other teachers, parents and classmates know and ignore behavior together, willing to ignore behavior whenever behavior occurs… - Teachers and parents implement a behavioral deprive strategy by: Identifying what students prefer to use as reinforcing rewards, depriving their rewards as a result of the student's inappropriate behavior, Behavioral deprive should be done in conjunction with a positive reinforcement strategy, the teachers and parents should show the reasons of reinforcing or depriving a reward 3.2.3 Measure group 2: The group of measures to form and develop appropriate behavior of students with AD/HD at the first stage of inclusive primary education Measure 7: Developing and using reinforcement system appropriate behavior in behavioral education for students with AD/HD at the first stage of inclusive primary education a) Objective: Reinforcement is meaningful for students with AD/HD b) Content: Behavioral education for students with AD/HD uses two forms of reinforcement: positive reinforcement and negative reinforcement c) Procedure: - Develop a reinforcement plan: Determine student’s appropriate behavior which 22 will be reinforced, the type of reward, the frequency of the reward - Ways of reinforcement: Give rewards right after students have appropriate behavior, make students feel interested in reinforcement, use tokens Measure 8: Building and developing appropriate behavior that replace inappropriate behavior of students with AD/HD at the first stage of inclusive primary education a) Objective: Each behavior has a certain function Appropriate and inappropriate behavior can perform the same function Thus, teachers and parents can teach students with AD/HD appropriate behavior to replace inappropriate behavior b) Content: Building and developing appropriate behaviors to replace inappropriate behavior c) Procedure - Identifing the function of behavior - Identifing appropriate behaviors that need to be built and developed to replace inappropriate behavior - Building and developing appropriate behavior by: modeling, ignoring inappropriate behavior, increasing predictability, increasing choice Measure 9: Education to develop social communication skills for students with AD/HD at the first stage of inclusive primary education a) Objective: Having the necessary social skills will help students with AD/HD reduce inappropriate behaviors related to communication and interaction with others b) Content: Education to develop appropriate social skills for students with AD/HD help to form appropriate behaviors and replace inappropriate behaviors c) Procedure: Education to develop social skills for students with AD/HD is carried out through the following steps: 1) Identifying social skills that need to be educated; 2) Selecting methods suitable to the students’ characteristics to improve the effectiveness of social skills education; 3) Implementing to educate social skills; 4) Assessing of social skills education results 3.2.4 Conditions to implement measures - Inclusive primary schools: Assign teachers to participate in training sessions on educating students with AD/HD; invite experts with good expertise about AD/HD to support teachers; provide time and facilities - Students: Students with AD/HD need to follow the classroom curriculum at a basic level; has good listening comprehension ability; average level of awareness or higher; behavior is not at very severe level - Classroom teachers: Mastering the developmental characteristics of the areas of students with AD/HD; Adjusting the behavioral education objectives, contents, methods and aids suitable for students' characteristics; Selecting appropriate behavioral education objectives and content - Support teachers: Coordinate with classroom teachers in all steps of behavioral education process for students with AD/HD, actively giving content and ways to implement behavioral education suitable for the characteristics of students with AD/HD to support classroom teachers - Parents: Parents should have right expectations for outcome learning; willing to 23 participate in training sessions; create conditions for students to contact and exchange with friends 3.2.5 Correlations between proposed methods: The behavioral education methods are interrelated and complementary each other to increase appropriate behaviors and prevent, reduce inappropriate behavior of students with AD/HD Each method has an important role, determining the success of the behavioral education process for students with AD/HD 3.3 Educational experiment 3.3.1 Experiment overview 3.3.1.1 Experiment purposes Conduct educational experiment to confirm the scientificity, feasibility and effectiveness of the proposed methods through using of behavioral education methods for students with AD/HD at the first stage of inclusive primary education 3.3.1.2 Experiment content Experimenting behavioral education methods on 03 students with AD/HD according to the following process: 1) Assessing developmental areas and assess students' behavior; 2) Developing goals and make behavioral education plans for students; 3) Implementing the behavioral education plan using the proposed methods; 4) Evaluate the results of behavioral education for students with AD/HD after experiment process 3.3.1.3 Experiment object and sites Experimental objects: The experiment was conducted on 03 students with AD/HD: 02 students in grade 2; 01 student in grade Experiment sites: The experiment was conducted on 03 students with AD/HD studying at Dong Son Inclusive Primary School - TP Bac Giang 3.3.1.4 Experiment time The experiment was conducted in the school year 2021-2022 3.3.3.4 Experiment procedure The experiment was conducted through the four steps: 1) Pre-experiment evaluation; 2) Developing goals and planning; 3) Implement experiment; 4) Assess results of experiment 3.3.2 Experiment results Experiment results show that, three cases of students with AD/HD have quite clear progress The results are shown in the following chart: 24 Figure 3.4 Comparison of experiment results of three students with AD/HD Case study 1: High AD/HD, moderate intellectual capacity, average classroom behavior The results of the T-test show that: The effects during the experiment in case were effective, the difference between pre experiment and post experiment was significant Students’ behavior level come from moderate to mild Behavior “Difficult behavior in following rules” (t= 3.57, df= 6, p= 0.012) and “Inattention when learning” come from severe to moderate (t= 5.54, df=8, p= 0.001) Behavior “Weak in organizational skills” came from moderate to mild (t= 4.00, df= 5, p= 0.010) This progress came from his inner strength G.B had little or no support from parents and family members He also didn’t have individual lesson If he had had more support and hadn’t missed a month out of school because of the impact of Covid-19, his behavioral education results might be better Case study 2: Moderate AD/HD, low intellectual capacity (FSIQ= 73), severe classroom behavior The results of the T-test showed that: The effects during the experiment in case were effective, the difference between pre experiment and post experiment was significant Students’ behavior level came from severe to moderate Behavior “Difficult behavior in following rules” came from severe to mild (t = 2.52, df = 6, p = 0.045) Behavior “Inattention when learning” came from very severe to severe (t = 4.43, df = 8, p = 0.002) Behavior “Weak in organizational skills” came from very severe to moderate (t = 2.73, df = 5, p = 0.041) Behavior “Disorder in communication judge behavior” came from moderate to mild (t = 2.96, df = 7, p = 0.021) H.Đ’s behavior is the most severe, but the experiment results show that his behavior change is the 2nd (reduce 0.81 points in average Although Đ has the lowest intelligence score and is much lower than that of two cases He received supports of teachers in inclusive classroom, in addition to the supports of parents at home and teachers who taught him at home every day Đ is the only case among the three cases who has individual lesson The coordination contents in the behavioral education plan are actively and thoroughly implemented by parents and teachers who taught him at home Case study 3: 25 Moderate AD/HD, moderate intellectual capacity (FSIQ= 94), mild classroom behavior The results of the T-test showed that: The effects during the experiment in case were effective, the difference between pre experiment and post experiment was significant Behavior “Difficult behavior in following rules” and “Oppositional behavior” did not have a significant difference because he did quite well with the rules, so we did not include them in the plan Behavior “Inattention when when learning” came from severe to moderate (t = 3.59, df = 8, p = 0.007) The behavior “Weak in organizational skills” had the best improvement, came from moderate to mild (t = 3.79, df = 5, p = 0.013) Q.H had the lowest behavior change results Q.H had the highest inattention score H is in 3rd grade This shows that the more students go to higher grades, the more and more difficult knowledge will make it more difficult for students with AD/HD Conclusion of chapter The thesis develop the behavioral education divided into three groups: The group of meassures to prevent inappropriate behavior, group of measures to reduce inappropriate behavior, the group of measures to form and develop appropriate behavior The three groups of methods and each method have an interrelationship and interdependence creating the systematic and uniformity of the behavioral education methods Each student with AD/HD has unique abilities, needs, and behavioral characteristics Therefore, it is very necessary to develop behavioral education plan based on the characteristics of students Experiment results of behavioral education on three cases of students with AD/HD at the first stage of inclusive primary education with high and moderate AD/HD with three levels of behavior: serve, mild, and moderate showed significant improvement, as demonstrated by decreased behavior problems and increased learning outcomes 26 CONLUSION AND RECOMMENDATIONS CONLUSION 1.1 AD/HD is a neurological disorder consisting of frequent and persistent manifestations of inattention, difficulty in control, and/or overactivity relative to other students at the same age 1.2 Behavioral education for students with AD/HD is a professional educational activity aimed at forming and developing appropriate behaviors, and preventing and minimizing inappropriate behaviors of students with AD/HD The behavioral education process consists of steps Each step holds a certain position, role, and there are relationships and interactions between the steps 1.3 Reality results show that: Many teachers and parents not really have good knowledge and skills about behavior and behavioral education for students with AD/HD 1.4 The factors affecting the behavioral education for students with AD/HD at the first stage of inclusive primary education include subjective factors and objective factors In which, subjective factors affecting higher than objective factors Factors belonging to children, teachers, parents, and environmental facilities affecting higher than those belonging to management agencies and society 1.5 The thesis proposes groups of measures of behavioral education for students with AD/HD at the first stage of inclusive primary education with concrete methods: The group of measures includes: Method 1: Fostering to raise awareness, knowledge and skills about behavioral education for teachers and parents; Method 2: Adjusting the environment to ensure the effectiveness of behavioral education The group of methods to ensure implementating behavioral education process effectively includes: Method 3: Selecting and using appropriate diagnostic and evaluation tools for students; Method 4: Using problem solving methods in behavioral education; Method 5: Implementing individual support in behavioral education; Method 6: Integrating behavioral education for students with ADHD in other educational activities; Method 7: Using reinforcement system in behavioral education The group of methods to support behavioral education for students with ADHD includes: Method 8: Educating and developing social skills for students with AD/HD; Method 9: Strengthening coordination between teachers, families and other educational forces 1.6 Experiment results prove that behavioral education methods not only reduce inappropriate behaviors of students but also help form and develop appropriate behaviors, improve learning outcomes and develop social skills for students with AD/HD at the first stage of inclusive primary education 27 RECOMMENDATIONS 2.1 For teachers teaching students with AD/HD in inclusive class Teachers need to select and use appropriate diagnostic and evaluation tools to determine the level of behavior of students with AD/HD, as a basis for determining goals and making behavioral education plan appropriately Teachers need to perform well the steps in the behavioral education process, identify the behavior exactly, plan, implement the plan and evaluate the behavioral education results seriously, actively prepare and design appropriate behavioral education aids suitable with the content and method of behavioral education Actively learn, improve knowledge and skills to support students with AD/HD Regularly organize professional workshops in professional group to exchange knowledge and skills Teachers need to have a confident attitude in the progress of students with AD/HD, combine closely with the student’s parents and teachers who teach students at home to develop and implement behavioral education effectively 2.2 For inclusive primary school and educational management agencies Create conditions for teachers to participate in professional training on educating students with AD/HD to improve their knowledge and skills to support students Educational management agencies and agencies directing the education for students with disabilities in general and students with AD/HD in particular need to have regulations guiding inclusive school on how to implement education for students with AD/HD Allow parents to invite support teachers assisting students with AD/HD in the inclusive classroom Have clear plan and methods of coordination between classroom teachers and support teachers to ensure educational principles and professionalism to improve the quality of inclusive education for students with AD/HD 2.3 For students’ family Participate actively in professional exchange, training and fostering activities on educating students with AD/HD Coordinate cctively and exchange regularly with inclusive teachers and teacher who teaches student at home, experts in the assessment, planning and implementation of behavioral education plans for students Find a special school to intervent student or ask a teacher intervents student at home Create opportunities for student to interact with siblings, friends and neighbors to develop social skills and communication skills AUTHOR’S PUBLICATIONS RELATED TO THIS DISESTATION Nguyen Thi Hoa (2019), Strategies to support executive function difficuties for for student with attention deficit hyperactivity disorder in inclusive primary classroom , Sciencentific Magazine, Hanoi National University of Education, Vol 64, Issue 9AB, ISSN 2354-1075, p.302-309 Nguyen Thi Hoa (2019), Effective learning supports for student with attention deficit hyperactivity disorder in inclusive primary classroom, Sciencentific Magazine, Hanoi National University of Education Vol 64, Issue 9AB, ISSN 23541075, p.166-175 Nguyen Thi Hoa (2020), Classroom Intervention for student with Attention Deficit Hyperactivity Disorder in inclusive primary school, Sciencentific Magazine, Hanoi National University of Education, Vol 64, Issue 4D, 115- 121 Nguyen Thi Hoa (2021), Adjusting elements of the teaching process for student with Attention Deficit Hyperactivity Disorder in inclusive primary class, Sciencentific Magazine, Hanoi National University of Education, Vol 66, p.342-349 Nguyen Thi Hoa (2021), Overview of approaches intervention, education and therapy for students with Attention Deficit Hyperactivity Disorders, Evidence-Based Developmental Disorder Intervention Workshop, Hanoi, 18-19/12/2021, Vietnam Association of Psychological Science - Education, p.409-419 Do Thi Thao, Nguyen Thi Hoa (2021), Reality of behavioral education for student with Attention Deficit Hyperactivity Disorder in inclusive primary school, Educational Magazine, Special Vol, p 99-107 Do Thi Thao, Nguyen Xuan Hai, Nguyen Thi Hoa (2021) Education student with Attention Deficit Hyperactivity Disorder, Sách chuyên khảo, NXB Giáo dục, Hà Nội Nguyen Xuan Hai, Do Thi Thao, Nguyen Thi Hoa (2022), Factors afecting to behavioral education for student with Attention Deficit Hyperactivity Disorder in inclusive primary school, Educational Magazine, p.40-44 ... education, behavioral problems are common because they have just moved from a preschool environment (play is the main activity) to the primary school environment (learning is the main activity) In... 1.3 Theory about behavior of students with AD/HD 1.3.1 Concept of behavior and AD/HD behavior 1.3.1.1 Behavior In this thesis, we use the following concept of behavior: Behavior is the outward... individual to stimuli inside the body or outside the environment 1.3.1.2 AD/HD behavior We determine that, "AD/HD behaviors are behaviors related to persistent inattentiveness, hyperactivity-impulsivity,