A STUDY ON EXECUTIVE FUNCTIONS OF PRESCHOOL CHILDREN WITH ADHD SYMPTOMS
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Published:
Dec 18, 2019
Keywords:
Executive Functions Preschool Children ADHD Symptoms
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Abstract
This qualitative research purposed to study on characteristics of executive functions of preschool children with ADHD symptoms. The informants were 6 people who were experts in the aforementioned field selected by a purposive sampling approach. In-depth interviews were used to collect data. This data was analyzed with content analysis. It was found that the characteristics of the executive functions of preschool children with ADHD Symptoms comprised of 5 aspects which are inhibit, working memory, cognitive flexibility/ shift, emotional control, and plan and organize. In Summary, this finding will be useful to enhance the executive functions of preschool children with ADHD symptoms with effectiveness.
Article Details
Section
Research Article
บทความทุกเรื่องได้รับการตรวจความถูกต้องทางวิชาการโดยผู้ทรงคุณวุฒิ ทรรศนะและข้อคิดเห็นในบทความวารสารบัณฑิตศึกษา มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ มิใช่เป็นทรรศนะและความคิดของผู้จัดทำจึงมิใช่ความรับผิดชอบของบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ กองบรรณาธิการไม่สงวนสิทธิ์การคัดลอก แต่ให้อ้างอิงแหล่งที่มา
References
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Prager, E. O., Sera, M. D., & Carlson, S. M. (2016). Executive Function and Magnitude Skills in Preschool Children. Journal of Experimental Child Psychology. 147 (2016): 126-139.
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Skogan, A. H., et al. (2015). Parent Ratings of Executive Function in Young Preschool Children with Symptoms of Attention-Deficit/-Hyperactivity Disorder. Behavioral and Brain Functions. 11(16): 1-11.
Tamm, L., Nakonezny, P. A., & Hughes, C. (2014). An Open Trial of a Metacognitive Executive Function Training for Young Children with ADHD. Journal of Attention Disorders. 18(6): 551-559.
Thibodeau, R. B., et al. (2016). The Effects of Fantastical Pretend-Play on the Development of Executive Functions: An Intervention Study.Journal of Experimental Child Psychology. 145(2016): 120-128.
Tirakanan, S. (2013). sathiti læ kānwičhai thāngkān sưksā bư̄angton [Introduction to Statistics and Research in Education]. 10th Edition. Bangkok: Ramkhamhaeng University Press.
Visanuyothin, T., et al. (2013). khwām chuk rōk samāthi san nai prathēt Thai [The prevalence of attention deficit/hyperactivity disorder in Thailand]. Journal of Mental Health of Thailand. 21(2): 66-75.
Wahlstedt, C., Thorell, L. B., & Bohlin, G. (2008). ADHD Symptoms and Executive Function Impairment: Early Predictors of Later Behavioral Problems. Developmental Neuropsychology. 33: 160-178.
Willcutt, E. G., et al. (2005). Validity of the Executive Function Theory of Attention-Deficit/ Hyperactivity Disorder: A Meta-Analytic Review. Biological Psychiatry. 57: 1336-1346.
Boon-yasidhi, V., et al. (2010). nǣothāng wēt patibatkān dūlǣ raksā phūpūai rōk samāthi san radap rōngphayābān čhangwat samrap kumān phǣt [Guidelines for the Medical Practice of ADHD Patients at Provincial Hospitals for Pediatricians]. Bangkok: Pediatric Society of Thailand.
Brocki, K., et al. (2010). Interrelations between Executive Function and Symptoms of Hyperactivity Impulsivity and Inattention in Preschoolers A Two Year Longitudinal Study. Abnormal Child Psychology. 38: 163-171.
Byrne, J. M., Dewolfe, N. A., & Bawden, H. N. (1998). Assessment of attention-deficit hyperactivity disorder in preschoolers. Child Neuropsychology. 4: 49-66.
Castellanos, F. X., et al. (2006). Characterizing Cognition in ADHD: Beyond Executive Dysfunction. Trends in Cognitive Sciences. 10(3): 117-123.
Chutabhakdikul, N. (2014). kān khit chœ̄ng bō̜rihān [Executive Functions]. Bangkok: Faculty of Education Srinakharinwirot University.
Diamond, A., et al. (2007). Preschool Programs Improves Cognitive Control. Science. 318: 1-24.
Friedman, N. P., et al. (2007).Greater Attention Problems during Childhood Predict Poorer Executive Functioning in Late Adolescence. Psychological Science. 18(10): 893-900.
Gilbert, S. J., & Burgess, P. W. (2008). Executive Function. Current Biology. 18(3): 110-114.
Hanmethee, S. (2016). thaksa samō̜ng phư̄a chīwit thī samret [Brain Skills for Successful Life]. Retrieved from https://bit.ly/2XgezAZ
Isquith, P. K., Gioia, G. A., & Espy, K. A. (2007).Executive Function in Preschool Children: Examination through Everyday Behavior. Developmental Neuropsychology. 26(1): 403-422.
Ketumarn, P., Hataiyusuk, H., Pornnoppadol, C., & Apinuntavech, S. (2016). kānsưksā khwām chuk khō̜ng rōk samāthi san læ patčhai thī kīeokhō̜ng khō̜ng wairun nai sūn rǣk rap dek læ yaowachon chāi bān mēttā [Prevalence and Factors Associated with Attention-Deficit Hyperactivity Disorder in Male Juvenile Delinquent of Metta Remand Home]. Journal of the Phychiatric Association of Thailand. 61(1): 27-39.
Krachaechoem, P. & Kaemkate, W. (2015). kānphatthanā khrư̄angmư̄ čhatkān khūapkhum khwāmkhit khō̜ng nakrīan matthayommasưksā tō̜n ton [The Development of Cognitive Control Scale for Secondary School Students]. Online Journal of Education. 10(1): 249-261.
Pornnoppadol, C., Piyasilp, V., Jittorn, J., & Chanpen, S. (2014). kānphatthanā bǣp khat krō̜ng rōk samāthi san nai dek læ wairun Thai ʻāyura wāng sām - sippǣt pī [The Development of Screening Scales for Attention Deficit Hyperactivity Disorder (ADHD) in Thai Children and Adolescents Age of 3-18 Years]. Journal of the Phychiatric Association of Thailand. 59(4): 335-354.
Prager, E. O., Sera, M. D., & Carlson, S. M. (2016). Executive Function and Magnitude Skills in Preschool Children. Journal of Experimental Child Psychology. 147 (2016): 126-139.
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Synopsis of Psychiatry. 11thed. New York: Wolters Kluwer.
Saengsawang, T. (2016). kānphatthanā tūa bongchī thaksa kānbō̜rihān kān rūkhit ʻārom læ phrưttikam samrap nakrīan chan prathomsưksā [A Development of Executive Function Skills Indicators for Elementary Students]. BU Academic Review. 15(1); 14-28.
Serpell, Z. N, & Esposito, A. G. (2016). Development of Executive Functions: Implication for Educational Policy and Practice. Behavioral and Brain Sciences. 3(2): 203-210.
Shaul, S., & Schwartz, M. (2014). The Role of the Executive Functions in School Readiness among Preschool-Age Children. Springer Science. 27 (2014): 749-768.
Skogan, A. H. (2015). Executive Function in Young Preschool Children with Symptoms of ADHD. Dissertation, Ph.D. Oslo: University of Oslo. Photocopied.
Skogan, A. H., et al. (2015). Parent Ratings of Executive Function in Young Preschool Children with Symptoms of Attention-Deficit/-Hyperactivity Disorder. Behavioral and Brain Functions. 11(16): 1-11.
Tamm, L., Nakonezny, P. A., & Hughes, C. (2014). An Open Trial of a Metacognitive Executive Function Training for Young Children with ADHD. Journal of Attention Disorders. 18(6): 551-559.
Thibodeau, R. B., et al. (2016). The Effects of Fantastical Pretend-Play on the Development of Executive Functions: An Intervention Study.Journal of Experimental Child Psychology. 145(2016): 120-128.
Tirakanan, S. (2013). sathiti læ kānwičhai thāngkān sưksā bư̄angton [Introduction to Statistics and Research in Education]. 10th Edition. Bangkok: Ramkhamhaeng University Press.
Visanuyothin, T., et al. (2013). khwām chuk rōk samāthi san nai prathēt Thai [The prevalence of attention deficit/hyperactivity disorder in Thailand]. Journal of Mental Health of Thailand. 21(2): 66-75.
Wahlstedt, C., Thorell, L. B., & Bohlin, G. (2008). ADHD Symptoms and Executive Function Impairment: Early Predictors of Later Behavioral Problems. Developmental Neuropsychology. 33: 160-178.
Willcutt, E. G., et al. (2005). Validity of the Executive Function Theory of Attention-Deficit/ Hyperactivity Disorder: A Meta-Analytic Review. Biological Psychiatry. 57: 1336-1346.