Improving Resilience of a Child with ADHD: A Context Specific Intervention Program through Dialogic and Guided Reading
Weihua Niu, Cheng Li, Wei Xu, Qingyang Zhang, Xue Zhang
Abstract
Resilience, a person’s ability to adjust well to adversity, is essential for success and well-being for all but especially crucial for children with attention deficit and hyperactivity disorder (ADHD). In this study, we adopted a single-subject design with a technique of multiple probes across behaviours to examine the effects of a context-specific intervention program on the resilience of a 3rd grader with ADHD. The intervention programme incorporates dialogic reading and guided reading principles, and targets three positive behavioural outcomes of resilience: affect control, positive thinking, and goal planning. The results indicated that all three behavioural outcomes of the participant’s resilience increased over the intervention course, and the effects sustained after the completion of the intervention. Moreover, the participant also resiliently generalised the strategies obtained during the intervention in new situations.