Edilberto I. Dizon , Ed.D . Professor of Special Education University of the Philippines and

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


HomeFactors











Social Concern

Academic Concern

Employment Concern


SchoolFactors

LifeStream

CHILD

Child Factors


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


HomeFactors











Social Concern

Academic Concern

Employment Concern


SchoolFactors

LifeStream

CHILD

Child Factors


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


HomeFactors











Social Concern

Academic Concern

Employment Concern


SchoolFactors

LifeStream

CHILD

Child Factors


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.


HomeFactors











Social Concern

Academic Concern

Employment Concern


SchoolFactors

LifeStream

CHILD

Child Factors


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?


HomeFactors











Social Concern

Academic Concern

Employment Concern


SchoolFactors

LifeStream

CHILD

Child Factors


2. Self-Enhancement

3. Self-Fulfillment

Criterion 2: Social ConcernTheme: Social Reciprocity and ProprietyIndicators

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?


HomeFactors











Social Concern

Academic Concern

Employment Concern


SchoolFactors

LifeStream

CHILD

Child Factors


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?


HomeFactors











Social Concern

Academic Concern

Employment Concern


SchoolFactors

LifeStream

CHILD

Child Factors


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?


HomeFactors











Social Concern

Academic Concern

Employment Concern


SchoolFactors

LifeStream

CHILD

Child Factors


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?


HomeFactors











Social Concern

Academic Concern

Employment Concern


SchoolFactors

LifeStream

CHILD

Child Factors


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?


HomeFactors











Social Concern

Academic Concern

Employment Concern


SchoolFactors

LifeStream

CHILD

Child Factors


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!

Documents

Edilberto I. Dizon , Ed.D . Professor of Special Education University of the Philippines and