Intervention And Effect Of Attention Deficit Type In Junior One Students

Attention Deficit/Hyperactivity disorder(ADHD)is a behavioral disorder that occurs primarily in childhood and is characterized by attention deficit,hyperactivity and impulsivity.Attention deficit type is a type of ADHD.With the development of the times,the research on ADHD continues to move forward.ADHD does not only exist in childhood,it can also exist in adolescence and adulthood,and can even develop into a lifelong disorder.ADHD will cause great adverse physical and mental effects on individuals,affect their social adaptation,and even cause anxiety and depression.ADHD also has a relatively obvious impact on students,resulting in poor academic performance and poor interpersonal relationship.Generally speaking,children with ADHD will cause headaches to teachers and parents.When facing children with ADHD,they do not know what effective way to deal with them,which will eventually aggravate the children’s ADHD performance.In a word,ADHD will bring great negative impact on individuals,if no timely intervention and treatment are carried out,ADHD can be a constant hindrance to an individual’s healthy development.Since some individuals have symptoms that do not meet the diagnostic requirements for ADHD,but may develop ADHD,in order to improve the prevention of ADHD,it is necessary to explore and intervene in these individuals with ADHD tendencies,and increase the adaptive capacity of these populations.This study mainly explored ADHD tendency and attention deficit type of ADHD tendency in three aspects.The subjects of this study were junior one students in a middle school in Kunming City.First,there are still deficiencies in the relevant research on the ADHD tendency of the first grade students in junior high school.In order to explore the basic characteristics and detection rate of the ADHD tendency of the first grade students in junior high school,SNAP-Ⅳ student self-rating scale and TRS rating scale were used to conduct a questionnaire survey on the first grade students.Second,in order to form an intervention plan for the attention deficit type in the ADHD tendency of junior one students and improve the application of the program in the attention deficit type students,by referring to the characteristics and related intervention programs of adolescent students’ ADHD in the past studies,combined with the survey results of the ADHD tendency of junior one students in this study,An intervention plan aimed at attention deficit type in the ADHD tendency of junior one students was formulated,and the group Intervention Plan for students with attention deficit type in junior one students was finally formed.Third,in order to improve the prevention of attention deficit type in junior one students’ ADHD tendency,and at the same time,the intervention plan prepared by this study was tested in practice.Junior one students with moderate symptoms of attention deficit type were screened out,and the group intervention was carried out on junior one students’ attention deficit.In order to verify the intervention effect,the quasi-experimental design was adopted,and the experimental group and control group were set up.The effect of intervention was tested after intervention.The results of this study are as follows:(1)Among junior one students with ADHD tendency,there are significant differences in the two symptoms of ADHD tendency,and the score of attention deficit is higher than that of hyperactivity impulse,reflecting that junior one students’ ADHD tendency is mainly manifested as attention deficit.(2)Among junior one students with ADHD tendency,there are significant differences in attention deficit and hyperactivity impulse between different genders.Boys have higher scores on hyperactivity impulse than girls,and girls have higher scores on attention deficit than boys.There is no significant difference in ADHD tendency between different ages.(3)The detection rate of ADHD tendency was 20.51%,among which the detection rate of mixed type was 12.82%,the detection rate of attention deficit type was 6.76%,the detection rate of hyperactive-impulsive type was 0.93%,and the detection ratio between boys and girls was about 1.4:1.(4)The intervention program combines the intervention methods of attention training,sensory integration training,mindfulness training and cognitive behavioral therapy,and adopts the research idea of process revision to form the Group Intervention Program for students with attention deficit type in first grade students in junior high school.(5)"Group intervention program for students with attention deficit type in the first year" in the practice of intervention process,the program has an effective improvement of attention deficit of students in the first year,students’ attention deficit improved after intervention,through the experimental group and control group comparison,in attention,the experimental group significantly higher than the control group.In this study,all the students in junior one students of a school were selected for investigation.The conclusion of this study has better applicability to junior one students in this school,and has certain reference for the research on the ADHD tendency and attention deficit type of junior one students in other schools.The conclusion is as follows:(1)Junior one students with ADHD tendency showed more obvious symptoms of attention deficit,and the students’ attention deficit was more serious than hyperactivity impulse.The symptoms of hyperactivity impulse in boys are more serious than those in girls,and the symptoms of attention deficit in girls are more serious than those in boys.The symptoms of ADHD tendency were similar for the first year students of different ages.(2)The detection rate of ADHD tendency of junior one students is about one-fifth.Among all types detected,mixed type is greater than attention deficit type and attention deficit type is greater than hyperactivity impulse type.The ADHD tendency of junior one students is mainly mixed type.There were differences in the detection rate of different genders,and the number of boys was higher than that of girls.(3)The prepared group intervention program for students with attention deficit type in the first grade,the content of the program is operable and applicable,targeted at attention deficit training,and effective in improving attention deficit problems of junior one students.The program has reference value in attention deficit training.