International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2021, Vol. 17(1) 262-276

The Effect of Attention and Coping Skills Training on Attention Deficit and Hyperactivity Disorder Students' Attention and Coping Skills

Şerife Şenay İlik

pp. 262 - 276   |  DOI: https://doi.org/10.29329/ijpe.2021.329.17   |  Manu. Number: MANU-2004-09-0004.R1

Published online: February 01, 2021  |   Number of Views: 28  |  Number of Download: 152


Abstract

This study aims to examine the effect of attention and coping skills training on the improvement of attention and coping skills of inclusive students with Attention Deficit and Hyperactivity Disorder. It was conducted through the mixed method by using the quantitative and qualitative methods together. This study was conducted with the permission of Konya Provincial Directorate of National Education in the 2018-2019 education year. The participants were students with Attention Deficit and Hyperactivity Disorder and their parents. The current study lasted 10 weeks in the spring of 2018-2019 education year. The data were collected through the Stroop TBAG test, Cancellation Test, KidCOPE Scale, and Parent Interview Form.  A statistically significant difference is found between the pretest and posttest scores of positive coping, anger accusation and avoidance points (p<0,05). Consequently, it is found that the training has a positive effect on the coping skills of children. The results of the Turkish version of the cancellation test show a significant difference between the experimental group’s pretest-posttest results in all sub-tests except regular letters total scanning, irregular letter number of wrong targets and regular letters number of canceled targets sub-test. The pretest and posttest Stroop test results of the experimental group shows that there is a significant difference in many subtests. However, section 3 error and time, section 4 error and section 5 correction subtests are found insignificant. A significant difference is found in all the others. In the interviews with the families, it was determined that the education process had positive contributions to the coping skills of the children.

Keywords: Attention Deficit and Hyperactivity Disorder, Attention Education, Coping Skill


How to Cite this Article?

APA 6th edition
Ilik, S.S. (2021). The Effect of Attention and Coping Skills Training on Attention Deficit and Hyperactivity Disorder Students' Attention and Coping Skills . International Journal of Progressive Education, 17(1), 262-276. doi: 10.29329/ijpe.2021.329.17

Harvard
Ilik, S. (2021). The Effect of Attention and Coping Skills Training on Attention Deficit and Hyperactivity Disorder Students' Attention and Coping Skills . International Journal of Progressive Education, 17(1), pp. 262-276.

Chicago 16th edition
Ilik, Serife Senay (2021). "The Effect of Attention and Coping Skills Training on Attention Deficit and Hyperactivity Disorder Students' Attention and Coping Skills ". International Journal of Progressive Education 17 (1):262-276. doi:10.29329/ijpe.2021.329.17.

References
  1. Babb, K. A., Levine, L. J.,  Arseneault, J. M., (2010). Shifting Gears: Coping Flexibility in Children with and Without ADHD. International Journal of Behavioral Development, 34 (1), 10–23, DOI: 10.1177/0165025409345070 [Google Scholar]
  2. Barkley, R.A. (2006). Attention-Deficit/Hyperactivity Disorder. Eds.: Wolfe DA, Mash EJ. Behavioral and Emotional Disorders in Adolescents: Nature, Assessment, and Treatment. The Guilford Press, Newyork London, 91-153. [Google Scholar]
  3. Bastian, V. A., et al. (2005). "Emotional Intelligence Predicts Life Skills, But Not as well as Personality and Cognitive Abilities." Personality and individual differences 39(6), 1135-1145. [Google Scholar]
  4. Başaran, H. A. (2010). Dikkati Güçlendirme ve Hafızayı Geliştirme İlköğretim. İstanbul: Başaran Yayınları.  [Google Scholar]
  5. Blackman, G. L., Ostrander, R., & Herman, K. C. (2005). Children with ADHD and Depression: A Multisource, Multimethod Assessment of Clinical, Social, and Academic Functioning. Journal of Attention Disorder, 8 (4), 195-207. [Google Scholar]
  6. Breslau J, Miller E, Breslau N, Bohnert K, Lucia V, Schweitzer J.(2009). The Impact of Early Behavior Disturbances on Academic Achievement in High School. Pediatrics,123(6):1472–1476. [Google Scholar]
  7. Büyükaslan, A.(2015). Dikkat Eksikliği Hiperaktivite Bozukluğu Olan İlköğretim Çocuklarında Duygusal Zeka İle Sosyal Beceri Bileşenlerinin Değerlendirilmesi(tese), İstanbul: Marmara Üniversitesi Tıp Fakültesi. [Google Scholar]
  8. Büyüköztürk, Ş. (2012). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Yayıncılık. [Google Scholar]
  9. Döpfner, M. & Lehmkuhl, G. (2002). Evidenzbasierte Therapie von Kindern und Jugendlichen mit Aufmerksamkeitsdefizit-/hyperaktivitätsstörung(ADHS). Praxis Kinderpsychologie und Kinderpsychiatrie, 51, 419-440. [Google Scholar]
  10. Döpfner, M. & Lehmkuhl, G. (2005). Störungen der aufmerksamkeit und hyperaktivitaet. In. P. [Google Scholar]
  11. Döpfner, M. (2000). Hyperkinetische Störungen und Störungen des Sozialverhaltens. Verhaltenstherapie, 10, 89-100. [Google Scholar]
  12. Duncan S. 2007. Teratogenesis of Sodium Valproate. Curr Opin Neurol, 20: 175– 180. [Google Scholar]
  13. Edwards J., Pattison P.E., Jackson H.J. ve ark. (2001) Facial Affect and Affective Prosody Recognition in First-Episode Schizophrenia. Schizoph Res, 48: 235-253. [Google Scholar]
  14. Ercan. S. (2003). Relationship Between Psychological Preparation, Preoperative and Postoperative Anxiety and Coping Strategies in Children and Adolescents Undergoing Surgery [tese]. Ankara: Middle East Technical University [Google Scholar]
  15. Farias, A.C., Cordeiro, M.L.,  Felden, E.P.G.,  Bara, T.S., Benko, C.R.,  Coutinho, D.,  Martins, L. F., Ferreira, R. T.C., and  McCracken, J.T. (2017) Neuropsychiatr Dis Treat.; Attention–Memory Training Yields Behavioral and Academic İmprovements in Children Diagnosed with Attention-Deficit Hyperactivity Disorder Comorbid with A Learning Disorder. Neuropsychiatric Disease and Treatment, 13: 1761–1769, doi: 10.2147/NDT.S136663 [Google Scholar] [Crossref] 
  16. Folkman, S., Lazarus, R. S., Gruen, R., DeLongis, A. (1986). Appraisal Coping Health Status, and Psychological Symptoms. J. Pers. Soc. Psychol. 50:572-79 [Google Scholar]
  17. Gonzalez, L. O.; Sellers, E. W.(2002). The Effects of a Stress-Management Program on Self-Concept, Locus of Control, and The Acquisition of Coping Skills in School-Age Children Diagnosed with Attention Deficit Hyperactivity Disorder. Journal of Child and Adolescent Psychiatric Nursing,15(1), 5-15. [Google Scholar]
  18. Gökler, I. (2001). The Predictor Variables of Post-Traumatic Stress Symptoms in Children and Adolescents Following 1999 Marmara Earthquake: Exposure to Traumatic Experiences and Coping. Unpublished Master Thesis. Ankara: Middle East Technical University. [Google Scholar]
  19. Graham, S. (2017). Attention-deficit/Hyperactivity Disorder (ADHD), Learning Disabilities (LD), and Executive Functioning: Recommendations for Future Research. Contemporary Educational Psychology, 50, 97-101 [Google Scholar]
  20. Green, J. C., Krayder, H., & Mayer, E. (2005). Combining Qualitative and Quantitative Methods in Social İnquiry. In B. Somekh & C. Lewin (Eds.). Research Methods in The Social Sciences, 275-282. [Google Scholar]
  21. Hampel, P., Manhal S., Roos T., Desman C., (2008)Interpersonal Coping Among Boys With ADHD. Journal of Attention Disorders, 11 (4) 427-436, Doi:10.1177/1087054707299337 [Google Scholar]
  22. Holahan, C.J., & Moos, R.H. (1987). Personal and Contextual Determinants of Coping Strategies. Journal of Personality and Social Psychology, 52, 946±955 [Google Scholar]
  23. Hudziak, J.J., Achenbach, T.M., Althoff, R.R., Pine, D.S., (2007). A Dimensional Approach to Developmental Psychopathology. Int J Methods Psychiatr Res 16(S1):S16–S23 [Google Scholar]
  24. İlik, Ş. (2017). The Effect of Individual Attention Training Implemented on Students Without Attention Deficit Hyperactivity on The Skills of Focusing Attention and In-Class Activities. Sakarya University Journal of Education, 7 (2), 324-335. DOI: 10.19126/suje.275315 [Google Scholar]
  25. Judge, S.L., (1998). Parental Coping Strategies and Strengths in Families of Young Children with Disabilities. Fam Relat.; 47:263–8. [Google Scholar]
  26. Karaduman, D. (2004). “Dikkat Toplama Eğitimi Programının İlköğretim 4. ve 5. Sınıf Öğrencilerinin Dikkat Toplama Düzeyi, Benlik Algısı ve Başarı Düzeylerine Etkisi. “Yayımlanmamış doktora tezi, Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara. [Google Scholar]
  27. Karakaş, S, Erdoğan, E., Sak, L. ve ark. (1999a) Stroop Testi TBAG Formu: Türk Kültürüne Standardizasyon Çalışmaları, Güvenirlik Ve Geçerlik. Klinik Psikiyatri 2:75- 88. [Google Scholar]
  28. Karakaş, S., Doğutepe-Dinçer, E. (2009). Nöropsikoloji Bilim Alanı ve Kurumsallaşması. Karakaş, S., Doğutepe-Dinçer, E. (Ed.) BİLNOT Bataryası El Kitabı: Nöropsikolojik Testlerin Çocuklar İçin Araştırma ve Geliştirme Çalışmaları: BİLNOT- çocuk (Cilt I) içinde (s. 215-269). İstanbul: Nobel Tıp Kitabevleri. [Google Scholar]
  29. Kılıç, B., G., Koçkar, A., İ., Irak, M., Şener, Ş., & Karakaş, S. (2002). Görsel İşitsel Sayı Dizileri Testi B Formu Kullanılarak Ölçülen Bellek Uzamının 6-11 Yaş Grubu Öğrencilerde Gelişimi. 3P Dergisi, 10(3), 243-254.  [Google Scholar]
  30. Klein, C. H., Raschke, A., Brandenbusch ,A. (2003), Development of pro– and Antisaccades in Children with Attention Deficit Hyperactivity Disorder (ADHD) and Healthy Controls, Psychophysiology,  40(1), 17-28,  https://doi.org/10.1111/1469-8986.00003 [Google Scholar] [Crossref] 
  31. Lauth, G. W. & Fellner, C. (2004). Therapieverlauf und Langzeiteffekt Eines Multimodalen Trainingsprogramm Bei Aufmerksamkeitsdefizit-/Hyperaktivitätsstörungen, Kindheit und Entwicklung,13(3), 167-17. [Google Scholar]
  32. Lezak, M.D. (1995). Neuropsychological Assessment (3rd ed.). New York: Oxford Press. [Google Scholar]
  33. Lubke, G.H., Hudziak, J.J., Derks, E.M., van Beijsterveldt T.C., Boomsma, D.I. (2009) Maternal Ratings of Attention Problems in ADHD: Evidence for The Existence of a Continuum. J Am Acad Child Adolesc Psychiatry 48(11):1085–1093 [Google Scholar]
  34. Minder, F., Zuberer, A.,Brandeis D. & Drechsler R. (2019) Specific Effects of Individualized Cognitive Training in Children with Attention- Deficit/Hyperactivity Disorder (ADHD): The Role of Pre-Training Cognitive Impairment and Individual Training Performance. Developmental Neurorehabilitation, 22:6, 400-414, DOI: 10.1080/17518423.2019.1600064 [Google Scholar]
  35. Orylska, A, Hadwin, J.A., Kroemeke, A. & Sonuga-Barke E., (2019). A Growth Mixture Modeling Study of Learning Trajectories in an Extended Computerized Working Memory Training Programme Developed for Young Children Diagnosed With Attention-Deficit/Hyperactivity Disorder. Front. Educ. 4:12. doi: 10.3389/feduc.2019.00012 [Google Scholar] [Crossref] 
  36. Özdoğan, B. (2001). Altı On iki Yaşlarındaki Çocukların Eğitimi ve Okul Başarıları. Eğitim ve Bilim Dergisi. 26, 3 - 7.  [Google Scholar]
  37. Özmen, S.K.( 2011).  Dikkat Eksikliği Hiperaktivite Bozukluğunda Çok Yönlü Eğitim Uygulamalarının Etkisi.  Eğitim ve Bilim Dergisi.  [Google Scholar]
  38. Polderman, T.J.C., Boomsma, D.I., Bartels, M., Verhulst, F.C., Huizink, A.C., (2010). A Systematic Review of Prospective Studies on Attention Problems and Academic Achievement. Acta Psychiatr Scand 122(4):271–284 [Google Scholar]
  39. Skinner, E. A. and Zimmer-Gembeck, M. J. (2007). The Development of Coping. Annual Review of Psychology, 58: 119–144 [Google Scholar]
  40. Ylvisaker, M. & DeBonis, D. (2000). Executive Function Impairment in Adolescence: TBI and ADHD. Topics in Language Disorders, 20, 29– 57. [Google Scholar]
  41. Zeeuw, E. L., Beijsterveldt C. E. M., Ehli, E. A., Geus, E. J. C., Boomsma., D. I. (2017) Attention Deficit Hyperactivity Disorder Symptoms and Low Educational Achievement: Evidence Supporting A Causal Hypothesis. Behav Genet 47(3):278–289 [Google Scholar]