facilitative/non-facilitative factors and success criteria in the education of children with...
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FACILITATIVE/NON-FACILITATIVE FACTORS AND SUCCESS CRITERIA IN THE EDUCATION OF CHILDREN WITH
ATTENTION DEFICIT/HYPERACTIVITY DISORDER (AD/HD)___________________________________
Edilberto I. Dizon, Ed.D.Professor of Special EducationUniversity of the Philippines
andSPED Diagnostician-Counselor
ChildFind Therapy Center
Among children with disabilities, those with attention deficit/hyperactivity disorder (AD/HD) are often the most misunderstood. This is so because of the atypical behaviors they exhibit despite their ability levels. Such behaviors: hyperactivity, inattention and impulsivity are often not deliberately demonstrated to spite others. These behaviors usually get out control beyond the cognitive and affective levels of the child. Thus, these children are often mislabeled as “bastos”, “makulit”, “walang modo” at “di tinuturuan ng magulang”.
The figure on the next page presents a diagram showing child, home, school and community factors. The specific factors that apply to each individual with AD/HD will significantly determine the success he willachieve in the future. Thus, it is imperative to articulate thatsuccess criteria gauging the achievement of an individualat any life phase areattributed to suchfacilitative or non-facilitativefactors.
Figure 1. Preparing the Child with ADHD for a Future CommunityFactors
HomeFactors
FacilitativeorNon-Facilitative
FactorsCommunication Concern
Career-Direction Concern
Behavior ConcernSelfRegulation: FromExternaltoInternal Locus of Control
Social Reciprocityand Propriety
Verbal Expressionand Propriety
FocusedandSustainedPerformance
Goal-DirectedPerformance
Focusedand SustainedProductivity
Focusedand SustainedSenseof Responsibility
Social Concern
Academic Concern
Employment Concern
Toward Raisinga Family
SchoolFactors
LifeStream
CHILD
Child Factors
1. Self-Actualization
2. Self-Enhancement
3. Self-Fulfillment
What are the factors?
Child-Related Factors 1. Age of the child
2. Severity of the AD/HD
3. Limitations/Disabilities the child has aside from his/her AD/HD
4. Mental ability level of the child
5. Grade level of the child
Figure 1. Preparing the Child with ADHD for a Future CommunityFactors
HomeFactors
FacilitativeorNon-Facilitative
FactorsCommunication Concern
Career-Direction Concern
Behavior ConcernSelfRegulation: FromExternaltoInternal Locus of Control
Social Reciprocityand Propriety
Verbal Expressionand Propriety
FocusedandSustainedPerformance
Goal-DirectedPerformance
Focusedand SustainedProductivity
Focusedand SustainedSenseof Responsibility
Social Concern
Academic Concern
Employment Concern
Toward Raisinga Family
SchoolFactors
LifeStream
CHILD
Child Factors
1. Self-Actualization
2. Self-Enhancement
3. Self-Fulfillment
Home-Related Factors 1. Number of siblings and household members
2. Family dynamics and ideology pertaining to intervention
3. Physical set-up/condition/structure of the home
4. Presence of support service-givers
5. Home routine and involvement of parents and other home members in intervention provision
Figure 1. Preparing the Child with ADHD for a Future CommunityFactors
HomeFactors
FacilitativeorNon-Facilitative
FactorsCommunication Concern
Career-Direction Concern
Behavior ConcernSelfRegulation: FromExternaltoInternal Locus of Control
Social Reciprocityand Propriety
Verbal Expressionand Propriety
FocusedandSustainedPerformance
Goal-DirectedPerformance
Focusedand SustainedProductivity
Focusedand SustainedSenseof Responsibility
Social Concern
Academic Concern
Employment Concern
Toward Raisinga Family
SchoolFactors
LifeStream
CHILD
Child Factors
1. Self-Actualization
2. Self-Enhancement
3. Self-Fulfillment
School-Related Factors 1. School’s interventional ideology and logistics
2. Type of placement program
3. Class size
4. Physical set-up/structure/condition
5. Teacher and staff preparation
6. Preparation of other children and their parents
Figure 1. Preparing the Child with ADHD for a Future CommunityFactors
HomeFactors
FacilitativeorNon-Facilitative
FactorsCommunication Concern
Career-Direction Concern
Behavior ConcernSelfRegulation: FromExternaltoInternal Locus of Control
Social Reciprocityand Propriety
Verbal Expressionand Propriety
FocusedandSustainedPerformance
Goal-DirectedPerformance
Focusedand SustainedProductivity
Focusedand SustainedSenseof Responsibility
Social Concern
Academic Concern
Employment Concern
Toward Raisinga Family
SchoolFactors
LifeStream
CHILD
Child Factors
1. Self-Actualization
2. Self-Enhancement
3. Self-Fulfillment
Community-Related Factors 1. Community expectations
2. Community accommodation
3. Community support
Success Criteria in the Education of Children with
AD/HDThe following presentation specifies seven (7) life phases:
from preschool onto family life. Each phase has a criterion (a priority), its theme, and thereafter, the specific indicators of success in that phase.
This life-span model as shown by the figure presents the indicators of success phaseby phase. This is, I believe, the best wayto see how a growing child with AD/HDcan be evaluated (by him/herself or byothers) in terms of self-improvement towardself-actualization, self-enhancement and self-fulfillment.
Figure 1. Preparing the Child with ADHD for a Future CommunityFactors
HomeFactors
FacilitativeorNon-Facilitative
FactorsCommunication Concern
Career-Direction Concern
Behavior ConcernSelfRegulation: FromExternaltoInternal Locus of Control
Social Reciprocityand Propriety
Verbal Expressionand Propriety
FocusedandSustainedPerformance
Goal-DirectedPerformance
Focusedand SustainedProductivity
Focusedand SustainedSenseof Responsibility
Social Concern
Academic Concern
Employment Concern
Toward Raisinga Family
SchoolFactors
LifeStream
CHILD
Child Factors
1. Self-Actualization
2. Self-Enhancement
3. Self-Fulfillment
Criterion 1: Behavior ConcernTheme: Self-Regulation: From External to Internal Locus of Control
Indicators
Does the child:
1. sit?
2. attend?
3. focus?
4. comply?
5. perform?
6. finish a task?
7. follow a daily routine?
Figure 1. Preparing the Child with ADHD for a Future CommunityFactors
HomeFactors
FacilitativeorNon-Facilitative
FactorsCommunication Concern
Career-Direction Concern
Behavior ConcernSelfRegulation: FromExternaltoInternal Locus of Control
Social Reciprocityand Propriety
Verbal Expressionand Propriety
FocusedandSustainedPerformance
Goal-DirectedPerformance
Focusedand SustainedProductivity
Focusedand SustainedSenseof Responsibility
Social Concern
Academic Concern
Employment Concern
Toward Raisinga Family
SchoolFactors
LifeStream
CHILD
Child Factors
1. Self-Actualization
2. Self-Enhancement
3. Self-Fulfillment
Criterion 2: Social ConcernTheme: Social Reciprocity and Propriety
Indicators
Does the child:
1. wait for his turn?
2. compromise/defer need gratifications?
3. accept mistakes/defeats graciously?
4. demonstrate stable/manageable moods?
5. handle frustrations?
6. empathize/understand the consequences of his/her behaviors?
7. follow class/home rules?
8. observe expected social standards in different places?
9. perform simple chores responsibly?
Figure 1. Preparing the Child with ADHD for a Future CommunityFactors
HomeFactors
FacilitativeorNon-Facilitative
FactorsCommunication Concern
Career-Direction Concern
Behavior ConcernSelfRegulation: FromExternaltoInternal Locus of Control
Social Reciprocityand Propriety
Verbal Expressionand Propriety
FocusedandSustainedPerformance
Goal-DirectedPerformance
Focusedand SustainedProductivity
Focusedand SustainedSenseof Responsibility
Social Concern
Academic Concern
Employment Concern
Toward Raisinga Family
SchoolFactors
LifeStream
CHILD
Child Factors
1. Self-Actualization
2. Self-Enhancement
3. Self-Fulfillment
Criterion 3: Communication ConcernTheme: Verbal Expression and Propriety
Indicators
Does the child:
1. comprehend instructions/advice/suggestions before reacting impulsively? 2. express feelings verbally rather than get physically demanding/aggressive?
3. complain tactfully rather than throw tantrums and/or dare others?
4. discern/discriminate appropriateverbal reciprocity (e.g., sayingpolite terms, observing conversationstandards/etiquette)?
5. listen to and accommodate suggestions of others?
6. disclose problems to trustedadults – suspending first anger,impulsivity, or defensive behaviors?
Figure 1. Preparing the Child with ADHD for a Future CommunityFactors
HomeFactors
FacilitativeorNon-Facilitative
FactorsCommunication Concern
Career-Direction Concern
Behavior ConcernSelfRegulation: FromExternaltoInternal Locus of Control
Social Reciprocityand Propriety
Verbal Expressionand Propriety
FocusedandSustainedPerformance
Goal-DirectedPerformance
Focusedand SustainedProductivity
Focusedand SustainedSenseof Responsibility
Social Concern
Academic Concern
Employment Concern
Toward Raisinga Family
SchoolFactors
LifeStream
CHILD
Child Factors
1. Self-Actualization
2. Self-Enhancement
3. Self-Fulfillment
Criterion 4: Academic ConcernTheme: Focused and Sustained Performance
Indicators
Does the child:
1. prepare for school readily – without shifting his/her attention from one thing to another?
2. attend and complete his/her classes consistently?
3. participate in group work productively and appropriately?
4. exercise good study habits and skills including organizing notes and personal items?
5. demonstrate intrinsic rather than extrinsic motivation in his/her studies?
6. devote ample time to his/her school work without multitasking?
7. stick to his/her program of study activities without getting distracted?
Figure 1. Preparing the Child with ADHD for a Future CommunityFactors
HomeFactors
FacilitativeorNon-Facilitative
FactorsCommunication Concern
Career-Direction Concern
Behavior ConcernSelfRegulation: FromExternaltoInternal Locus of Control
Social Reciprocityand Propriety
Verbal Expressionand Propriety
FocusedandSustainedPerformance
Goal-DirectedPerformance
Focusedand SustainedProductivity
Focusedand SustainedSenseof Responsibility
Social Concern
Academic Concern
Employment Concern
Toward Raisinga Family
SchoolFactors
LifeStream
CHILD
Child Factors
1. Self-Actualization
2. Self-Enhancement
3. Self-Fulfillment
Criterion 5: Career-Direction ConcernTheme: Goal-Directed Performance
Indicators
Does the adolescent/young adult:
1. set his/her career priorities thoughtfully?
2. pursue a program of study at the tertiary level without shifting from one program to another?
3. utilize available resources in completing school work/requirements?
4. remain organized and systematic including following his/her study routine without getting distracted and resorting to excuses?
5. consult with support service-givers in pursuing his/her program of study and maintaining psychosocial equilibrium?
Figure 1. Preparing the Child with ADHD for a Future CommunityFactors
HomeFactors
FacilitativeorNon-Facilitative
FactorsCommunication Concern
Career-Direction Concern
Behavior ConcernSelfRegulation: FromExternaltoInternal Locus of Control
Social Reciprocityand Propriety
Verbal Expressionand Propriety
FocusedandSustainedPerformance
Goal-DirectedPerformance
Focusedand SustainedProductivity
Focusedand SustainedSenseof Responsibility
Social Concern
Academic Concern
Employment Concern
Toward Raisinga Family
SchoolFactors
LifeStream
CHILD
Child Factors
1. Self-Actualization
2. Self-Enhancement
3. Self-Fulfillment
Criterion 6: Employment ConcernTheme: Focused and Sustained Productivity
Indicators
Does the adult:
1. devote his/her time to his job diligently?
2. complete his/her work on time consistently?
3. input more effort and hardwork into his/her job even without promise of incentives/rewards?
4. work cooperatively – skills-wise and behavior-wise – with co-workers?
5. stick to his/her job without shifting from one job to another by impulse?
6. exercise good leadership as well as followership?
Figure 1. Preparing the Child with ADHD for a Future CommunityFactors
HomeFactors
FacilitativeorNon-Facilitative
FactorsCommunication Concern
Career-Direction Concern
Behavior ConcernSelfRegulation: FromExternaltoInternal Locus of Control
Social Reciprocityand Propriety
Verbal Expressionand Propriety
FocusedandSustainedPerformance
Goal-DirectedPerformance
Focusedand SustainedProductivity
Focusedand SustainedSenseof Responsibility
Social Concern
Academic Concern
Employment Concern
Toward Raisinga Family
SchoolFactors
LifeStream
CHILD
Child Factors
1. Self-Actualization
2. Self-Enhancement
3. Self-Fulfillment
Criterion 7: Towards Raising a FamilyTheme: Focused and Sustained Sense of Responsibility
Indicators
Does the adult:
1. remain faithful to his/her partner?
2. assume obligations for rearing and raising his/her children responsibly and properly?
3. spend quality time with his/her family through focused social/recreational/study activities?
4. serve as a role model of patience, impulse control, sense of work closure, and conscientiousness?
5. inspire his/her children to achieve the best they can?
6. plan a future for his/her family rather than just live each day?
We can clearly glean from the conceptual model the uniqueness of each child with AD/HD. Each one will have his own pattern of success phase by phase. Each one will be accountable for his own achievement in life in terms of the specified phase-by-phase indicators. With this life-span conceptual model, anindividual can chart and follow through how much he hasactualized himself and howmuch more he can enhancehimself toward self-fulfillment!