Improving Resilience of a Child with ADHD: A Context Specific Intervention Program through Dialogic and Guided Reading

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 3^rd 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.

KEYWORDS:

• ADHDcontext specific interventioncontext specific resilience measurementdialogic readingguided readingmultiple-probe techniqueresiliencesingle-subject design

Acknowledgments

We thank Guanglun Michael Mu for providing insightful and thought-provoking feedback to the early drafts of this paper. We also thank him for editing our early drafts.

Disclosure of Potential Conflicts of Interest

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the the International Joint Research Project, the Faculty of Education, Beijing Normal University [ICER201904].