异常与行为心理学

Although language disorders are not among the fundamental features or required to fulfill the diagnostic criteria for ADHD, several research studies revealed a high prevalence of communication disorders among children with ADHD. The evidence from the literature suggests that inattention, hyperactivity, and impulsivity have their effects on different speech and language skills. The American Speech-Language-Hearing Association claimed that co-occurring ADHD and speech and language disorders represent a frequently encountered challenge for school-based speech-language pathologists and other practitioners. Also, it is not uncommon to find that children with speech and language disorders are also being treated for ADHD. Language disorders are common in ADHD with accumulating evidence from several research studies on pragmatic language difficulties. Although research has examined many important aspects of language and ADHD, there have been relatively few studies that have looked at the critical aspects of the child with ADHDA ability to communicate effectively. This review is an effort towards provide a description for the pragmatic disorders in children with ADHD.

In order to gain a deeper understanding of the influencing factors of hyperactivity in preschool children and to explore effective suggestions for coping with hyperactivity in preschool children, 680 3-6 year old preschool children in three kindergartens in X City were selected as the subjects of the investigation. According to the Conner ADHD Rating Scale and self-made questionnaire of influencing factors, it is distributed to kindergarten teachers and parents of young children to analyze and evaluate the behavior of preschool children. The survey results show that there are many factors influencing the hyperactivity tendency of preschool children and it is basically found that children's gender, age, birth weight and other aspects have a certain impact on their hyperactivity tendency. At the same time, preschool children's hyperactivity tends to have a significant impact on aspects such as lifestyle, feeding habits and family environment. Therefore, if the preschool children's tendency to hyperactivity is reduced, it is necessary to strengthen the coordination and cooperation of all parties. Parents need to take scientific precautions in all aspects of early childhood education and living environment to minimize the incidence of preschool children’s bad behavior.

The study examined assessment of students’ indiscipline in secondary schools: implication for counseling. Four research questions were formulated in line with the objective of the study. Survey research design was employed for the study; the study population was all government secondary school students in Edo South Senatorial District of Edo State. The school population was 8,429. 400 students were used as sample using simple random sampling technique. Instrument used for the study was “Students Indiscipline Questionnaire” (SIQ) with 12 items. The instrument was validated by experts and a reliability coefficient of 0.80 was established using test-retest reliability technique. Mean was used as a statistical tool to answer the four research questions. The study reveals that parental attitude, government nonchalant attitude, teachers’ influence and peer-group influence among others were found to be responsible for indiscipline among secondary school students. The study Recommended among others in the home parent should live up to their responsibility as the first caregivers of the students by being more concern in what they do and how they do them by combining this with others of their house hold assignment. This will enable them to discover on time any negative behavior that may lead to indiscipline later on.