ABSTRACT

Resilience, a person’s ability to adjust well to adversity, is essential for success and well-being for all but especially crucial for children with attention deficit and hyperactivity disorder (ADHD). In this study, we adopted a single-subject design with a technique of multiple probes across behaviours to examine the effects of a context-specific intervention program on the resilience of a 3^rd grader with ADHD. The intervention programme incorporates dialogic reading and guided reading principles, and targets three positive behavioural outcomes of resilience: affect control, positive thinking, and goal planning. The results indicated that all three behavioural outcomes of the participant’s resilience increased over the intervention course, and the effects sustained after the completion of the intervention. Moreover, the participant also resiliently generalised the strategies obtained during the intervention in new situations.

摘要

复原力是一个人能够很好地适应逆境的能力，对于所有人的成功和幸福至关重要，但对于患有注意力缺陷和多动障碍 (ADHD) 的儿童尤其重要。在这项研究中，我们采用了单学科设计和跨行为的多重探索技术，以检查特定情境干预计划对^{第三者心理}弹性的影响。患有多动症的分级员。该干预计划结合了对话阅读和指导阅读原则，并针对韧性的三种积极行为结果：影响控制、积极思考和目标规划。结果表明，参与者韧性的所有三个行为结果在干预过程中都增加了，并且在干预完成后效果持续。此外，参与者还弹性地概括了在新情况下干预期间获得的策略。