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Effects of computer collaborative group work on peer acceptance of a junior pupil with attention deficit hyperactivity disorder (ADHD)
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Computers & Education Volume 50, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The study investigated the effects of computer collaborative group work, facilitated by an adult, on peer acceptance of a junior boy with Attention Deficit Hyperactivity Disorder (ADHD). It aimed to ascertain whether collaborative group work on a computer, with the facilitation of an adult, could help to raise his peer acceptance among his classmates. Data were gathered before and after computer group work sessions. Interviews and questionnaires were conducted on parents and teachers to help establish the history background data and their concerns on the boy’s peer acceptance. Sociometrics testing of classmates was used to determine peer acceptance among the boy’s immediate peer group. During the adult-facilitated computer sessions, the facilitator reinforced positive social behaviour and interactions. After the computer sessions, interviews and questionnaires were conducted again on parents, teachers and facilitator in an attempt to capture information on the child’s behaviour and attitudes during the computer sessions. Sociometrics testing was also conducted again to determine if the peer acceptance among the boy’s immediate peer group has changed. The results indicated encouraging improvements in the raise of his peer acceptance among his classmates in general. Although this was a discrete setting, the finding is promising and this strategy may be replicated in school to support mainstream inclusion for children with ADHD.

Citation

Tan, T.S. & Cheung, W.S. (2008). Effects of computer collaborative group work on peer acceptance of a junior pupil with attention deficit hyperactivity disorder (ADHD). Computers & Education, 50(3), 725-741. Elsevier Ltd. Retrieved October 14, 2019 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2006.08.005

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