B A S I C: A Classroom Intervention for Learners with Attention-Deficit Hyperactivity Disorder (ADHD)

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@article{1705839,
      author = {Carol Joy P. Agbanay, Narciso D. Rabara, PhD},
      title = {B A S I C: A Classroom Intervention for Learners with Attention-Deficit Hyperactivity Disorder (ADHD)},
      journal = {Iconic Research And Engineering Journals},
      year = {2024},
      volume = {7},
      number = {11},
      pages = {456-466},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1705839.pdf},
      abstract = {The purpose of this study was to identify and assess the efficacy of classroom treatments used by teachers in Nueva Ecija Division to help children with ADHD. The purpose of this study was to determine the participant profile, the effectiveness of SNED instructors' classroom interventions, and their relevance to the needs of students with attention-deficit hyperactivity disorder (ADHD). According to this study, the majority of SNED teachers have worked for six to ten years and have earned a master's degree. It also reveals that the majority of them have participated in trainings and seminars at the divisional and regional levels. For the purpose of fostering inclusive learning environments and offering students with ADHD effective support, SNED teachers are ready and equipped. The SNED teachers who work with children who have ADHD most frequently use the following five classroom interventions: behavior intervention, academic intervention, self-management intervention, an individualized educational plan, and cognitive intervention. They use these interventions because they believe they can help students with ADHD stay focused, manage their symptoms, and succeed academically.},
      keywords = {Children, Classroom, Efficacy, Affective, Intervention},
      month = {May},
  }