Browsing by Subject "ADHD"

The symptoms of ADHD can cause many challenges for children and adolescents in school. Today, traditional learning environments are challenged by more open, flexible learning environments. However, there is only little earlier research on classroom experiences in flexible learning environments and classroom experiences comparing traditional and flexible learning environments have not been studied from the perspective of students with ADHD symptoms. In addition, previous research has shown that students with symptoms of ADHD often experience lower self-esteem than their peers. It is also known that girls are more likely to report lower self-esteem than boys. The purpose of this study is to examine how students at risk for ADHD experience their self-esteem, engagement, autonomy, relatedness and competence in traditional and flexible learning environments. In addition, this study examines whether there is a gender difference in the above-mentioned experiences. The theoretical basis of the research is the self-determination theory, to which autonomy, competence, relatedness and engagement are essentially connected. The data was collected from students in grades 7 and 8 who had participated in the Learning, grouping, evaluation and well-being in large learning areas project of the city of Vantaa and the University of Helsinki Education Assessment Center in 2019–2020. Of all 7–8th graders (N 1446), students at risk of ADHD (n 113) were selected for the study. Spearman’s correlation coefficient was used to examine the connections between attention, self-esteem, and the components of self-determination theory. Next, the analysis of variance (ANOVA) was used to examine whether there is a difference between traditional and flexible learning environments in self-esteem, autonomy, competence, relatedness and student engagement in students at risk for ADHD. The same method of analysis was used again to examine whether there is a gender difference in self-esteem, autonomy, competence, relatedness and student engagement in students in the risk group of ADHD. The data was analyzed by using IBM SPSS Statistics 26. The results showed that the experiences of self-esteem and the components of self-determination theory (student engagement, autonomy, relatedness and competence) did not differ depending on the learning environment in students at risk of ADHD between traditional and open plan (flexible) learning environments. However, experiences of self-esteem, autonomy and engagement among at-risk students in ADHD differed between the sexes, with girls having lower self-esteem and experiencing less autonomy and engagement than boys.

In the context of education, ADHD has already been studied quite a bit. However, the way that teachers understand the ADHD diagnosis and what kind of image they create in their speech about children diagnosed with ADHD has received less attention. The purpose of this thesis is to find out what kind of meanings teachers generate for the ADHD diagnosis and what kind of image teachers create about children diagnosed with ADHD. It is important to study the way teachers speak because the way they speak can have either a positive or negative impact on the well-being and learning of children diagnosed with ADHD. I have collected the material for my thesis through an e-form, which has been answered by 70 teachers working in early childhood education and basic education. Respondents to the form were found through social media. The form consisted of open-ended questions and the data was analyzed using discourse analysis methods. I identified a total of six interpretive repertoires for the diagnosis of ADHD: diagnosis as evidence of medical background, diagnosis as a provider of understanding, diagnosis as an explanation of behaviour, diagnosis as a provider of support, diagnosis as a possible label, and diagnosis as a questionable phenomenon. The diagnosis appeared to be mainly necessary and good in these interpretive repertoires, but the possible negative effects of the diagnosis were also brought up. A total of six subject positions were produced for a child diagnosed with ADHD: patient, different child, troublemaker, child in need of support, labelled child and ordinary child / misunderstood child. Teachers described children diagnosed with ADHD mainly through problems and challenges, but the writings also conveyed an empathic attitude towards the child. I hope this thesis will inspire teachers to reflect on their ways of speaking and to think about the origins and consequences of the meanings they have given to the diagnosis.

Aim. In pre-primary education ADHD-diagnosed children can be found in special groups, integrated groups and also in ordinary groups. It is important that teachers, who work in pre-primary education groups, recognize the individual needs of ADHD-diagnosed children and consider them in all teaching situations, including physical education. The purpose of this study was to find out the needs of ADHD-diagnosed children in pre-primary education during physical education and teachers’ ways to consider these needs. Methods. This study was a qualitative study. The material was collected in January 2018 by interviewing four pre-primary teachers working in the Helsinki metropolitan area, whose groups included an ADHD-diagnosed child. The interviewees were all trained as kindergarten teachers and one of the interviewees was also a qualified special kindergarten teacher. All pre-primary education teachers had at least 15 years of teaching experience and two interviewees had also worked as a day-care centre’s manager. The interviews were conducted as theme interviews in the pre-primary teachers’ workplaces. After the interviews, the material was transcribed and analyzed by content analysis. Results. The results showed that some of the ADHD-diagnosed children had difficulties with regulating their behaviour and emotions. Additionally, one ADHD-diagnosed child had weak motor skills and two very low self-esteem. The needs of ADHD-diagnosed children in physical education were, in spite of the common diagnosis, individualised. Pre-primary teachers make sure to consider ADHD-diagnosed children’s needs in physical education making sure that children have various options to move, simplifying the teaching situations, developing routines that add the feeling of safety and strengthening the child’s self-esteem for example giving lots of positive feedback. All pre-primary teachers evaluated the meaning of physical education as very important in their group that includes ADHD-diagnosed child. Tiivistelmä - Referat - Abstract Aim. In pre-primary education ADHD-diagnosed children can be found in special groups, integrated groups and also in ordinary groups. It is important that teachers, who work in pre-primary education groups, recognize the individual needs of ADHD-diagnosed children and consider them in all teaching situations, including physical education. The purpose of this study was to find out the needs of ADHD-diagnosed children in pre-primary education during physical education and teachers’ ways to consider these needs. Methods. This study was a qualitative study. The material was collected in January 2018 by interviewing four pre-primary teachers working in the Helsinki metropolitan area, whose groups included an ADHD-diagnosed child. The interviewees were all trained as kindergarten teachers and one of the interviewees was also a qualified special kindergarten teacher. All pre-primary education teachers had at least 15 years of teaching experience and two interviewees had also worked as a day-care centre’s manager. The interviews were conducted as theme interviews in the pre-primary teachers’ workplaces. After the interviews, the material was transcribed and analyzed by content analysis. Results. The results showed that some of the ADHD-diagnosed children had difficulties with regulating their behaviour and emotions. Additionally, one ADHD-diagnosed child had weak motor skills and two very low self-esteem. The needs of ADHD-diagnosed children in physical education were, in spite of the common diagnosis, individualised. Pre-primary teachers make sure to consider ADHD-diagnosed children’s needs in physical education making sure that children have various options to move, simplifying the teaching situations, developing routines that add the feeling of safety and strengthening the child’s self-esteem for example giving lots of positive feedback. All pre-primary teachers evaluated the meaning of physical education as very important in their group that includes ADHD-diagnosed child.

The aim of this study was to shine light to ADHD as a phenomenom in a teachers career. Hypothesis was that a teacher can have ADHD but it doesn’t make a teacher unqualified. This study focused on key themes of ADHD which were hardships, compensation or alleviation of these hardships and strengths in a teacher’s career. Research shows that ADHD can cause hardships but it is also possible to affect these hardships with certain actions (Lehtokoski, 2004, 75−78; Nadeau, 2005, 550; Adler & Florence, 2006, 41−42; Michelsson ym,. 2004, 21 & 93). Research also states that ADHD can also be a strength, which means that it is important for an ADHD individual to find a job that fits those personal ADHD related traits (Hansen, 2017, 13 & 114; Michelsson ym., 2004, 93). Research question was to find out how teachers experience their professional identity and teacherhood and which hardships and strengths they experience in their career as a teacher because of ADHD diagnosis. This study was executed by interviewing seven teachers from varying levels of education with means of semi-structured interview. Answers in these interviews were analysed with means of qualitative content analysis. Results of this study consisted of many experiences about teacherhood and a teacher’s professional identity from teachers who have ADHD diagnosis. Experiences about teacherhood and teachers’ professional identity were in line with earlier research about teacherhood. Although in this study the teachers emphasized a bit more on humanity and understanding as part of teacherhood and related personality traits. ADHD can affect the working of a teacher via hardships as well as strengths. Teachers brought up many different hardships, compensation methods and strengths related to ADHD. For example, hardships with time management and memory were brought up in these interviews. These for example can be alleviated by using a calendar and other sources of written reminders of important things. The use of ADHD medication was also mentioned in some form on most interviews. ADHD related strengths were linked to more humane and understanding approach to students, creativity, efficiency, increase of neuropsychiatric knowledge and curious or enthusiastic lifestyle. ADHD affects a teachers work, but it most certainly does not mean, that the teacher would face big problems in his or her career because of ADHD. It is important that a teacher with ADHD finds his own best way to do things and to find out his or her strengths as well as to utilize them. In this way a teacher can succeed in their line of work despite of their hardships. ADHD related traits or attributes do not define an individual, its more about how they can be utilized and alleviated via different solutions in work related environment, if needed.

Tavoitteet. Tämän tutkielman tarkoituksena on tarkastella ja koota yhteen ADHD-piirteitä omaavien oppilaiden ja heidän opettajiensa väliseen opettaja–oppilassuhteeseen vaikuttavia tekijöitä. Pyrin selvittämään, mitkä tekijät vaikuttavat ADHD-piirteitä omaavien oppilaiden ja heidän opettajiensa välisen vuorovaikutussuhteen laatuun. ADHD-piirteet voivat aiheuttaa kouluympäristössä oppilaalle monenlaista kuormitusta, mikä voi heijastua myös oppilaan opettaja–oppilassuhteeseen. Tämän takia koin, että on perusteltua tutkia opettaja–oppilassuhteeseen vaikuttavia tekijöitä niiden oppilaiden osalta, jotka kokevat suuremmissa määrin haasteita kouluympäristössä. Menetelmät. Tutkielma toteutettiin systemaattisena kirjallisuuskatsauksena. Aineistonhakuun käytettiin tietokantoja Scopus ja Web of Science. Tutkimusaineisto koostuu kymmenestä vertaisarvioidusta tutkimusartikkelista, jotka valikoituivat osaksi aineistoa tarkasti valittujen sisään- ja poissulkukriteerien perusteella. Lisäksi katsaus rajattiin ajallisesti käsittelemään vuosina 2000–2023 julkaistuja tutkimusartikkeleita. Aineiston analysointi toteutettiin aineistolähtöisen teemoittelun keinoin. Tulokset ja johtopäätökset. Tutkimustuloksissa korostuivat erityisesti konfliktien ja läheisyyden ulottuvuudet suhteessa opettaja–oppilassuhteeseen. ADHD-piirteisten oppilaiden ja heidän opettajiensa välisissä opettaja–oppilassuhteissa ilmeni enemmän konflikteja verrattuna vertaisryhmiin. Lisäksi opettajat raportoivat kokevansa vähemmän läheisyyttä opettaja–oppilassuhteessaan ADHD-piirteisten oppilaiden kohdalla. ADHD-piirteisen oppilaan aggressiivinen käytös koettiin opettajien osalta kaikkein haasteellisimmaksi opettaja–oppilassuhteen kannalta, ja stressaavimmaksi tekijäksi opettajille. Opettajan sukupuolta koskevat tutkimustulokset osoittautuivat osittain ristiriitaisiksi keskenään. Oppilaan prososiaalisen käytöksen havaittiin myös olevan vahva opettaja–oppilassuhdetta selittävä muuttuja. Tutkimusaineiston artikkeleista viidessä oli käytetty samaa opettaja–oppilassuhteen laadun mittaria. Lähes kaikissa tutkimusartikkeleissa opettaja–oppilassuhteen laatua oli arvioitu pelkästään opettajan näkökulmasta käsin, joten ADHD-piirteisten oppilaiden omat näkemykset opettaja–oppilassuhteen laadusta jäivät vähäisiksi.

The purpose of this study was to find out what kind of status siblings have in a family in which one child has ADHD. In the background, there was a doubt regarding sibling equality in a family in which one child needs substantially more parental time and attention. In Finland, no similar studies have been made. The study used Brofenbrenner's ecological systems theory. The study involved five families with elementary school age children with ADHD. The families had a total of fifteen children. The parents and the siblings of these families were interviewed. The study was divided into four themes: (1) everyday family life, (2) feelings, (3) family roles and interpersonal skills of the family members, and (4) the importance of siblings in an ADHD child's life. The interviews were analyzed by content analysis. The research problems were: 1) How do parents and siblings perceive sibling status in their family? and 2) What is the significance of siblings in the life of a child with ADHD as assessed by the parents and the siblings themselves? Parents felt that the most significant factors as regards the status of siblings were the way the siblings take responsibly for the family's daily life, the siblings' own understanding of their family, family transparency, taking the siblings into consideration and dealing with their feelings in everyday life. A tight feeling of cohesion was a factor in empowering the family. Parents considered ADHD medication an important element of their family. The meaning of the siblings for an ADHD child's life was very significant. The siblings described their families as positive and lively. They had got used to the qualities and characteristics of the child with the diagnosis. They did not perceive the ADHD child as being a different child in their family. The siblings recognized their parents' fatigue and thought that the parents did not have enough time for them. However, they did not feel that the parents treated them unequally. The siblings reported that they looked after the ADHD child to some degree, but they thought that this was part of family life. The siblings described cooperation as strength of their family. As compared to international studies, converging factors concerning sibling position, sibling relationships and the ideal family functioning came up in the interviews in this study. Siblings' mental problems, which this investigation did not reveal, were an exception. Consistent with previous studies, parents' assumptions about sibling relationships were more positive than the siblings' descriptions. According to the study, an ADHD child's family relationships were a challenge, but with appropriate internal measures the position of siblings in a family can be good.

Unihäiriöt ovat lapsilla yleisiä. Yleisimpiä unihäiriöitä lapsilla ovat nukahtamisen vaikeudet, liian lyhyt yöuni ja liian aikainen herääminen. ADHD-lapsipotilailla unihäiriöitä on kantaväestöä enemmän. ADHD eli aktiivisuuden ja tarkkaavaisuuden häiriö on yksi yleisimmistä lastenpsykiatrisista häiriöistä. Unihäiriö ADHD-potilaalla voi pahentaa oireilua ja toisaalta ADHD voi pahentaa unihäiriötä. Unta voidaan lapsilla tutkia subjektiivisilla keinoilla, kuten kyselyillä tai objektiivisilla mittauksilla, esimerkiksi unipolygrafian avulla. Sekä objektiivisilla että subjektiivisillä menetelmillä mitattuna ADHD-lasten uni eroaa terveistä. Unihäiriöitä voidaan diagnosoida ADHD-lapsipotilailla haastattelulla, unipäiväkirjoilla, unikyselyillä, unipolygrafialla ja aktigrafialla. Unihäiriöiden hoidon ydin on unenhuollolliset menetelmät. Näitä voidaan täydentää tarvittaessa lääkityksellä asiantuntevan lääkärin valvonnassa. Unihäiriö reagoi hyvin hoitoon ADHD-lapsilla ja se lievenee iän myötä useimmilla potilailla. Tämän työn empiirisessä osassa tutkittiin lapsen raportoimien unihäiriöiden määrää ja yhteyttä lapsen oirekuvaan ADHD-lapsipotilailla lastenpsykiatrisessa potilasaineistossa. Tutkimuksessa analysoitiin vanhemman täyttämän vaikeudet ja vahvuudet -kyselyn tuloksia ja lapsen täyttämän 17D -kyselyn tuloksia uni -kysymyksen osalta. Unihäiriöiden määrä ADHD-lapsipotilailla oli samansuuntainen verrattuna aikaisempiin tutkimustuloksiin. Havaitsimme, että lapsen ilmoittama unihäiriö liittyi ADHD-lapsipotilailla erityisen vahvasti tunne-elämän ongelmiin. Siksi on tärkeää kartoittaa unihäiriöitä erityisesti tunne-elämän ongelmista kärsivillä ADHD-lapsipotilailla. Unihäiriöitä tulisi tutkia jatkossa standardoiduilla unikyselyillä sekä lapsen että vanhemman vastaamana. Vanhemmat eivät välttämättä tunnista lapsen unihäiriötä ja myös lapsen täyttämä unikysely parantaa herkkyyttä tunnistaa unihäiriö. Jatkossa lapsen raportoimia unihäiriöitä pitää tutkia tarkemmin ADHD-potilailla, koska aikaisempaa tutkimustietoa aiheesta on vähän.

Bakgrund: Flera unga och vuxna med ADHD lever med försämrad livskvalitet. Försämrad livskvalitet beror huvudsakligen på ADHD-symtomens inverkan på olika delområden av personens liv, så som vänskapsrelationer, arbete, skolgång, psykisk hälsa och självbild. Den medicinska behandlingsformen är den förhärskande, men är inte särskilt effektiv för vuxna med ADHD. Det finns dock forskning som visar att psykosociala behandlingsmetoder förbättrar olika delområden av livskvalitet hos unga och vuxna med ADHD. Som bak-grund till avhandlingen används den biospykosociala modellen och ICF-klassificering. Syfte: Mitt syfte med denna avhandling är att se på hur olika psykosociala behandlingsmetoder inverkar på livskvaliteten hos unga och vuxna med ADHD. Resultat: Psykosociala behandlingsmetoder har en positiv effekt på förbättringen av livskvalitet hos unga och vuxna med ADHD. De olika behandlingsmetoderna förstärker personens koncentrationsförmåga, impulskontroll och prioritering, men hjälper även att bygga upp bättre självbild och förbättra välbefinnandet.

Syftet med min studie är att undersöka hurdana symptom som kommer till uttryck bland elever med ADHD och utmanande beteende och på vilka sätt lärare och skolpersonal kan arbeta med dessa elever i klassrummet. ADHD, är en neuropsykiatrisk störning, som blivit allt vanligare hos barn och unga. I studien granskar jag faktorer som bidrar till symptomen men också de faktorer som förebygger trygga och lugna arbetssätt tillsammans mellan lärare och elever. Studiens genomförs som en beskrivande narrativ litteraturstudie, där jag presenterar praktiska och professionella metoder, som kan stödja lärare och annan skolpersonal, som arbetar med elever med uppmärksamhetsstörningar och utmanande beteende. Som utgångspunkter har jag använt Ross W. Greenes och Elvén Hejlskovs proaktiva och lågaffektiva metoder. Resultatet visar att förebyggande arbete, där läraren sätter fokus på att stödja eleven både socialt och kognitivt, genom samarbetsbaserade metoder och en öppen kommunikation mellan personal, elever och föräldrar, kan resultera i ökad trivsel, skolmotivation och självförtroende hos elever med ADHD och utmanande beteende.

ADHD on yleisin lapsuuden kehityksellisistä neuropsykiatrisista häiriöistä. ADHD:n oireet aiheuttavat huomattavaa toiminnallista haittaa koulussa. Oppilaan keskittyminen voi harhailla, hän voi olla levoton ja häiritä opetusta sekä muita oppilaita. Suomen perusopetuslain mukaan ADHD-oireiset oppilaat saavat tukea koulunkäyntiin ilman varsinaista ADHD-diagnoosia. Koulussa toteutettavien tukitoimien tavoitteena on oikea-aikainen ja oikein kohdennettu oppimisen tuki. Opettajan käytettävissä on laaja joukko erilaisia keinoja, joilla hän voi tukea ADHD-oireisten oppilaidensa opiskelua. Tässä tutkimuksessa keskiössä on keskittymiskyvyn tukemisen keinot, sillä juuri keskittyminen on ADHD-oireisille lapsille koulussa kaikkein haastavinta. Tavoitteet. Tutkimuksen tavoitteena oli selvittää, millä tavoin erityisluokanopettajat kokevat ADHD-oireisten oppilaidensa keskittymisen vaikeuksien ilmenevän oppitunneilla. Tarkastelin myös opettajien havaintoja ADHD:n kahden muun ydinoireen, eli ylivilkkauden ja impulsiivisuuden näkymisestä koulussa. Lisäksi halusin selvittää, minkälaisia tuen keinoja opettajat käyttävät ADHD-oireisten oppilaiden keskittymiskyvyn tukemiseksi oppitunneilla. Menetelmät. Laadullinen tutkimusaineisto kerättiin puolistrukturoidulla haastattelulla. Haastatteluun osallistui viisi erityisluokanopettajaa eri puolilta Suomea. Tutkimuksessa uudelleen käytettiin toiseen tutkimukseen kerätty haastatteluaineisto. Aineiston analyysi suoritettiin sisällönanalyysin avulla. Tulokset ja johtopäätökset. Tutkimuksessa kävi ilmi, että opettajien havainnot ADHD-oireisten oppilaidensa käyttäytymisestä oppitunneilla mukailevat aikaisempien tutkimusten ja teorian mukaista tietoa ADHD:n ydinoireiden näyttäytymisestä. Erityisesti keskittymisen vaikeudet korostuivat opettajien vastauksissa. Opettajien käyttämistä tuen keinoista ADHD-oireisten oppilaiden keskittymiskyvyn tukemiseksi tunnistin kaksi ajattelun yläluokkaa, jotka ohjaavat varsinaisten keinojen käyttöön: struktuuriin perustuvat keinot ja positiivisen lähestymisen keinot. Erotin vielä kolmannen alaryhmän, joka sijoittui molempien ajattelunmallien alle: fyysisesti aktivoivat keinot. Myös opettajien käyttämät tuen keinot mukailivat pitkälti aikaisempaa tutkimusta käytössä olevista ADHD-oireisten oppilaiden oppimisen tuen keinoista.