Date of Award

1995

Degree Type

Thesis

Degree Name

M.Ed.

Department

Education

First Advisor

Williams, Noel H.,

Keywords

Education, Special.

Rights

CC BY-NC-ND 4.0

Abstract

Utilizing a cognitive awareness training program, this study sought to develop a viable group support system for 4 adolescent boys in a semestered secondary setting. Locally there were no support programs available to them. It was felt that a heightened sense of cognitive awareness brought about by increasing their knowledge of the etiologies, methods of diagnosis and assessment, treatments, and interventions for ADHD would enable them to perform better academically and be involved in less frequent bouts of disruptive behavior in their classrooms. These results would be reflected tangibly in their classroom teachers' perception of the severity of their behavior, from pretest to posttest. It was postulated that their marks would be higher at the end of the intervention semester, and that the subjects and their classroom teachers would express a desire to continue the cognitive awareness training sessions into another semester, seeing it as a valuable and viable school activity. The results supported this only partially. The inconsistency of improvement in teacher perceived behaviors from pretest to posttest was disappointing. Utilizing referrals to Vice Principals the behavioral results were positive; however, on the Conners Teacher Rating Scale-28 only 2 subjects showed improvements in their teachers' eyes at posttest. All of the subjects responded positively in the evaluation of the Cognitive Awareness Training sessions, as did their teachers in the evaluation of the Teacher Workshop session. Based on these results it was clear that further investigation of this intervention was merited. It would be preferable at another time to expand the sample size, and possibly pursue the study from a longitudinal perspective. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1995 .S96. Source: Masters Abstracts International, Volume: 34-06, page: 2150. Adviser: Noel H. Williams. Thesis (M.Ed.)--University of Windsor (Canada), 1995.

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