The socio-emotional competencies of children with ADHD in selected inclusive private schools in Metro Manila: Basis for IEP enrichment activities

• Main Author: Tanchingco, Esperanza C.
• Format: text
• Language: English
• Published: Animo Repository 2017
• Subjects: Attention-deficit hyperactivity disorder > Philippines; Inclusive education > Philippines; Hyperactive children > Education > Philippines; Special Education and Teaching
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/5454; https://animorepository.dlsu.edu.ph/context/etd_masteral/article/12292/viewcontent/CDTG007535_splitted_Redacted.pdf
• Institution: De La Salle University

Attention Deficit Hyperactive Disorder (ADHD) in children is one of the most common type of disability that is usually seen in general education classrooms. This study concludes that children with ADHD in inclusive private school in Metro Manila are all prone to experience socio emotional deficits with all the participants (n=34), failed in all competencies presented by Devereux Student Strength Assessment 2 (Dessa 2). The eight competencies of Dessa 2 are, Personal Responsibility, Self-Awareness, Social Awareness, Decision Making Skills, Goal Directed Behavior, Optimistic Thinking, Relationship skills and Self- Management (Lebuffe, P., Naglieri, J., & Shapiro, V., 2014). The aim of this descriptive quantitative research is to identify the most high-risk items of Dessa 2 from the eight competencies of Dessa 2 and make use of those items as a main tool in addressing the socio emotional deficits of children with ADHD in inclusive classroom thru an Individualized Educational Plan (IEP) Enrichment Activities. The sample of this study consisted of 34 children (24 male and 10 female) grade level between 1-6, diagnosed with ADHD. The teachers served as the raters and only behaviors of children with ADHD seen in the classroom for the past four weeks were the basis of their observations for the socio emotional competencies of children with ADHD on their class. The data gathered based on raw scores were converted to standards score (T-score) and interpreted as need for instruction for mean score below 40, and typical for 41-59, and strength for mean scores 60 and above. This study documents the socio emotional impairment of children with ADHD in inclusive classroom, that regardless of grade level (grades 1-6) and gender they are generally need help in coping their socio emotional competencies. Specific item on each competencies of Dessa-2 were extracted and considered as the main goal for IEP enrichment activities. This was assumed will help children with ADHD improve their performance in school by having a classroom intervention program thru implementing IEP Enrichment Activities (DuPaul, G., Jitenda, A., Tresco, K., Junod, R., & Volpe, R., 2011) as the main output of this research considering each type of ADHD (inattentive, hyperactive and combined type) on each activities.