The effects of individualized teaching of school readiness skills to children in preschool with attention‐deficit/hyperactivity disorder symptoms

Abstract

Attention‐deficit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders diagnosed among children and adolescents. ADHD is associated with a wide range of health and developmental risks, emotional and behavioral disorders, lack of social skills, and academic underachievement. The purpose of this study was to evaluate the effectiveness of the preschool life skills (PLS) program in teaching important life skills to a 5‐year old girl being assessed for ADHD. The participant was taught eight PLS, divided into three units that focused on instruction following, functional communication, and tolerance skills. Teaching included instructions, modeling, role‐play, and feedback/descriptive praise. The PLS program effectively increased PLS, and skill achievement was only evident when teaching targeted each unit of skills.

Important skills for elementary school children: Implementing the preschool life skills program in Iceland

“…While the results were more variable than in previous studies (e.g., Hanley et al., 2007; Robison et al., 2020), the intervention had a moderate to large overall effect, with increases in life skills and reduction in errors of omission and commission apparent across most participants and skills. The current study is one of the first PLS application in a language other than English (but see Víðisdóttir & Sveinbjörnsdóttir, 2020) and therefore an important evaluation of the generality of PLS across different cultures and languages.…”

“…The curriculum also included a definition of each skill, an example of the evocative situations for each skill, and examples of descriptive praise for each skill. The same translation was later used for the study by Víðisdóttir and Sveinbjörnsdóttir (2020), which was conducted following the current study.…”

“…To date, we are aware of only one study that was conducted in a culture in which English is not the primary language. Víðisdóttir and Sveinbjörnsdóttir (2020) implemented PLS in an Icelandic preschool environment with one student who presented with ADHD symptoms. The authors translated the PLS curriculum and conducted one‐to‐one teaching in a separate classroom, probing for mastery in the student's regular classroom with other students present.…”

Research and Practice of Personalized Teaching System of Local Comprehensive University Based on Artificial Intelligence Technology

“…Equity and quality, standardization and individualization are the common themes of education reform in all countries in the world, from the perspective of quality and equity, the establishment of education to meet the needs of students' individual development has been mentioned as an important position by each country, and individualized education has become the trend of education reform in all countries in the world [1][2][3]. According to various policies promulgated in China, education's priority at this stage is to pay attention to the personalized development of students [4][5].…”

“…where  is the allocation matrix of teaching service resources and i c d is the service demand constraint of teaching service demand d on the teaching service resources of type i .Through(1) and (…”