Analysis of educational strategies affecting the targeted management of students' academic achievement with ADHD in elementary school

Document Type : Original Article

Author

Continuous undergraduate student of educational sciences majoring in elementary education Farhangian University, Imam Khomeini Campus, Gorgan, Iran

Abstract

Students with ADHD have poor academic performance due to behavioral and personality traits and academic achievement in them is far from conceivable, so special strategies should be used to facilitate the management and education of hyperactive students. The aim of this study was to investigate the effective educational strategies on purposeful management of students' academic achievement with ADHD in elementary school. The research method is qualitative of the type of content analysis, which includes the steps: defining the unit of analysis, reducing the data, using the deductive categorization system, modifying the categorization system and a deductive coding plan based on the data and presenting The report was of qualitative data. Field-Research In this study, all books, resources, correspondence, print and digital are available. For extracting related paragraphs, the method of retrieving books and resources has been used. The method of data analysis and coding was thematic, which was performed through three stages of open, axial and selective coding. The present study presented strategies for purposeful management of academic achievement of students with ADHD in elementary school, including family therapy, play therapy, homework adjustment, group therapy, factor conditioning, self-regulation, medication, memory activation. Is time planning and strengthening social skills.

Keywords

References

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History

  • Receive Date: 16 May 2022
  • Revise Date: 17 December 2022
  • Accept Date: 17 August 2022

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