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

本研究以注意缺陷多动障碍（ADHD）儿童为研究对象，探讨学习书写汉字是否能提高儿童的自尊心。在一项涉及无多动症儿童的初步研究之后，研究人员用一种重新开发的自我评价方法分析了自尊的变化，这种方法只需要参与者的积极自我描述。写作练习使用专门为汉字读写开发的计算机软件，并在单受试者设计的基础上构建响应与样本的匹配程序。实验采用AB设计，在所有教学课程结束后安排随访期。六个孩子在几个月的时间里参加了这个实验。这项研究的结果可能有助于已知的教学方法范围，目前用于教患有多动症的儿童写汉字。在儿童自尊的研究中，…More Rosenberg量表显示，非ADHD儿童的自尊得分与心理不适在评估时呈显著相关（r=.500, p <.01）；自尊心较弱的孩子比自尊心较强的孩子有更高程度的自我不适。通过开放式自我描述进行的自我评价往往揭示出消极的自我概念和显著的心理不适。为了解决这一问题，我们提出了一种仅包括积极自我描述的ADHD儿童自我评价方法。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，而且可以通过其评定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，特别是对于那些倾向于自尊心较低的孩子。学习书写汉字后的自我评价显示，所有参与者都有自尊增强的趋势。少

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