Camp effects of The dialogue education with environment for LD children with AD/HD

AD/HD儿童与环境的对话教育(方法)定义如下。这是一种教育临床方法，通过额叶突触与我们CAMP项目产生的受控环境进行沟通，释放一些神经递质，从而改善他们的行为。利他林(盐酸哌甲酯)被认为提高了突触中多巴胺和去甲肾上腺素的密度。这个机制给了我一个暗示，让我期待教育环境也能起到同样的效果。与环境对话营有心理运动、儿童会议、认知/沟通等项目，通过连续操作测验(CPT)、GO/NOGO任务、DSM-IV等测试证实，该训练营对AD/HD儿童有很大帮助。发现了21项技能。他们技能的关键词是节奏、节奏、愉悦、变化、紧张、希望、可见性、刺激、工作、设计、压抑、形象、视觉、评价、确认、个别指导、凝视、微笑、谈话、欣赏、触摸。这些技能被认为是在学校的课程中实际使用的。

The dialogue education (method) with environment for children with AD/HD is defined as follows. It is an educational clinical method that some neurotransmitter are released in synapses of a frontal lobe through they communicate with controlled environment produced by our camp programs, as a result their behavior are improved. The ritalin (methylphenidate hydrochloride) is considered raising a density of dopamine and noradrenalin in synapses. This mechanism gave me a hint about expecting same effect by an educational environment. The dialogue camp with environment has some programs, the psycho-motor, the conference for children, the cognition/communication etc. An effect is confirmed by Continuous Performance Test (CPT), GO/NOGO task, DSM-IV, etc. As a result this camp did AD/HD children a lot of good.So, Factors of programs were investigated. And 21 skills were discovered. Key words of their skills were rhythm, tempo, pleasant, change, tension, hope, visibility, stimulus, work, devise, suppress, image, visually, evaluation, confirmation, individual instruction, gaze, smile, talk, admire, touch. These skills are considered putting to practical use in a school lesson.