أثر البرنامج العلاجي في خفض أعراض اضطراب نقص الانتباه المصحوب بفرط الحركة والنشاط عند تلاميز المرحلة الابتدائية لديهم صعوبات قراءة في ليبيا

Abstract

This study addresses the effectiveness of a therapeutic program proposed to reduce the symptoms of attention deficit hyperactivity disorder (ADHD) and impulsiveness, apart from looking at its effectiveness of the enhancement of reading progress. This study relies on experiment approach considering most dimensions of the subject matter. In terms of sampling, some 60 male primary school pupils are selected representing those facing the impulsiveness of attention deficit hyperactivity disorder and reading difficulties and they are divided into two groups, namely experimentation group and control group where the size of each group is 30 pupils. This study applies several rating scales in carrying out the experiment stages. Of the rating scales are attention deficit and hyperactive disorder rating scale, reading difficulty diagnosis scale and Raven intelligence scale. In terms of statistics, this study adopts basic descriptive statistical metadata to show the characteristics of the participants tested in identifying their levels of attention deficit symptom. Likewise, this study relies on Leven homogeneity test and coefficient correlation to analyse the hypothesised relationships, T-Test and chi square. The results point to the effectiveness of the therapeutic program for reducing attention deficit hyperactivity disorder symptoms and impulsive symptoms. Likewise, the results prove the effectiveness of the therapeutic program in reducing attention deficit hyperactivity disorder symptoms among the selected pupils. Also, the program reduces the hindrance of those with reading difficulty specifically and helps the pupils overcome their learning problems generally. Obviously, this study indicates that the pupils achieve significant improvement in average readings; that there is correlation between core reading difficulty and attention deficit hyperactivity disorder symptoms among the primary pupils facing reading difficulty; and that the strongest correlation is felt in core attention deficit, followed with core hyperactivity and then core impulsiveness. Therefore, this study suggests that further academic experiments on such a therapeutic program be undertaken for the problematic pupils so that their setbacks are reduced. Likewise, it is suggested that therapeutic and educational programs be introduced for pupils with learning difficulties generally and reading difficulties specifically to enable them to be accustomed to school environment and its benefit.