Developing School-Based Social Skills Intervention Guideline for ADHD Children
- DOI
- 10.2991/assehr.k.211101.019How to use a DOI?
- Keywords
- School-based intervention; children with ADHD; social skills; inclusive school
- Abstract
Social skills are still a serious problem for children with ADHD in dealing with others. Recently, we found some reports showing that school-based interventions were successful in overcoming social skills problems in children with Autistic Spectrum Disorder. In this study, we develop a school-based social skills intervention for children with ADHD in inclusive primary schools. We developed a guideline about it that was validated by experts (media, materials, language, and ADHD expert) and practitioners (homeroom teachers, shadow teachers, and subject teachers). The procedure in this developmental research uses a 4D model (Thiagarajan, Semmel & Semmel, 1974) with the following stages: 1) Define, to determine the components of school-based social skills intervention for ADHD children; 2) Design, to prepare the design of the intervention to be applied and the format of the guideline; 3) Develop, to develop a product in the form of a school-based social skills intervention guideline while testing the feasibility of the product and drawing conclusions; and 4) Disseminate, to disseminate the product by publishing an article. The results showed that the product got an average score of 3.29 by media experts in the good category, an average score of 3.30 by material experts in the good category, a score of 3.46 by the linguists in the very good category, and an average score of 2.94 in the good category. Meanwhile, according to practitioners of 20 people, the product got an average score of 3.14 in the display aspect in the good category, an average score of 3.27 in presenting material aspect in the good category, and an average score of 3.20 in the benefit aspect in the good category. Based on the results of the validity test by experts and practitioners, the product of this school-based social skills intervention guideline for ADHD children in inclusive primary schools is feasible to be further tested in the field with several revisions.
- Copyright
- © 2021 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Zamzammiyah Nur’Aini AU - Ravik Karsidi AU - Munawir Yusuf PY - 2021 DA - 2021/11/13 TI - Developing School-Based Social Skills Intervention Guideline for ADHD Children BT - Proceedings of the 1st International Conference on Continuing Education and Technology (ICCOET 2021) PB - Atlantis Press SP - 95 EP - 100 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.211101.019 DO - 10.2991/assehr.k.211101.019 ID - Nur’Aini2021 ER -