Managing Attention Deficit-Hyperactivity Disorder of Pupils Intellectual with Disability: Implications for Video Modelling and SelfMonitoring Techniques

Abstract

Conduct disorder, anxiety/ withdrawal problem and attention deficit disorder were more common among children with intellectual disability as such it had attracted numerous behavioural and pharmacological treatments. However, a considerable assessment research on Attention Deficit Hyperactivity Disorder is highly essential, thus, the thrust of this paper focused on the management strategies for Attention Deficit-Hyperactivity Disorder (AD-HD) of pupils with intellectual disability using video modelling and self-monitoring techniques. A pre-test, post-test, control group, true-experimental research design was adopted in the study that lasted for six weeks. Validated Connor's Teachers Rating Scale (CTRS) and Observational Coding System (OCS) were the instruments used to collect data among 100 pupils randomly selected and grouped into two on 50-50 basis in the Video Modelling and Self Monitoring groups respectively. One hypothesis was tested at 0.05 level of significance and the result obtained indicated no significant difference in the two treatment strategies in the management of Attention Deficit-Hyperactivity Disorder.