An Ecological Evaluation Study And A Tentative Intervention Of ADHD Students In Primary School

The prevalence of ADHD is high in adolescents, attracting much attention from researchers and experts in the domain of sociology, clinical medicine and psychology. The pathogenesis of ADHD is not clear, when drug therapy and other intervention methods are under study. The purposes of this study are to investigate the problem behaviors of ADHD elementary school students in ecological school environment, to explore the psychological mechanism of those behaviors, to construct ADHD evaluation indexes, and to improve the attention of ADHD students through tentative intervention.Our assumption that ADHD students lack in verbal ability, task ability and story ability is approved through several interviews of teachers and students, ability tests and observation during intervention. Thus, we construct ecological evaluation indexes. Parenting education mistakes during early childhood are discussed later to investigate how preschool environment can have an impact on the emergency of ADHD. We find that 1) short of story result in story ability defect,2) the way of parent-children interaction would influence the development of kids’ verbal ability,3) arranging everything for children would impend the developing of kids’ task ability,4) missing affection needs may contribute to ADHD.In a word, the ecological evaluation indexes we propose are innovative and incomplete, the discussion of the effect of the tentative intervention provides us some enlightenment and guidance for further research as well as family education.