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Effects of learning to write and read Kanji to self-esteem enhancement in children with ADHD

学习书写和阅读汉字对多动症儿童自尊增强的影响

基本信息

批准号：
14580260
负责人：
TSURUMAKI Masako
金额：
$ 2.05万
依托单位：
Fukushima University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2002
资助国家：
日本
起止时间：
2002 至 2005
项目状态：
已结题

项目摘要

The present study was conducted on children with attention-deficit/hyperactivity disorder (ADHD) to examine whether learning how to write kanji (Chinese-originated characters) would enhance children's self-esteem. After a pilot study involving children without ADHD, changes in self-esteem were analyzed with a redeveloped self-evaluation method that required only positive self-description from the participants.Writing practice was provided using computer software specifically developed for kanji reading and writing, and involved constructed response matching-to-sample procedures, based on single-subject design. The experiments were conducted in an AB design by scheduling follow-up periods after the completion of all instructional sessions. Six children participated in this experiment over several months. The results of this research may contribute to the known range of teaching methods currently used to teach children with ADHD to write kanji.In this study on children's self-esteem, the … More Rosenberg scale revealed a significant correlation between self-esteem scores and psychological discomfort among children without ADHD at the time of evaluation (r=.500, p <.01); children with lower self-esteem had higher levels of self-discomfort than those with higher self-esteem. Self-evaluation via open-ended self-descriptions often revealed negative self-concepts and significant psychological discomfort. To solve this problem, we proposed a self-evaluation method for children with ADHD that included only positive self-descriptions. This self-evaluation method may not only prevent children with both ADHD and low self-esteem from experiencing psychological discomfort in the evaluation process, but may also improve their self-esteem through its rating procedure. Therefore, this self-evaluation method can be considered effective, especially for children who tend to have lower self-esteem. Self-evaluations after learning how to write kanji revealed a tendency toward increased self-esteem among all participants. Less

本研究以注意力缺陷多动障碍（ADHD）儿童为研究对象，探讨学习汉字是否能提高儿童的自尊。在一项涉及非ADHD儿童的试点研究后，自尊的变化进行了分析与重新开发的自我评价方法，只需要积极的自我描述的参与者，写作练习提供使用专门开发的计算机软件汉字阅读和写作，并涉及构建响应匹配到样本的程序，基于单学科设计。实验采用AB设计，在所有教学环节完成后安排随访期。六个孩子在几个月内参加了这个实验。这项研究的结果可能有助于目前用于教多动症儿童写汉字的已知教学方法的范围。在这项关于儿童自尊的研究中， ...更多信息 Rosenberg量表显示，在评估时没有ADHD的儿童中，自尊得分与心理不适之间存在显著相关性（r= 0.500，p <0.01）;低自尊儿童的自我不适水平高于高自尊儿童。通过开放式自我描述进行的自我评价往往显示出消极的自我概念和显著的心理不适。为了解决这个问题，我们提出了一个自我评价的方法，多动症儿童只包括积极的自我描述。这种自我评价方法不仅可以防止ADHD和低自尊儿童在评价过程中出现心理不适，而且可以通过其评级程序提高他们的自尊。因此，这种自我评价方法可以被认为是有效的，特别是对于那些往往自尊心较低的孩子。学习如何写汉字后的自我评价显示，所有参与者的自尊心都有增强的趋势。少