Self-monitoring Intervention Based on Assessment of Cognitive Process for a Student of Attention Deficit Hyperactivity Disorder (ADHD)

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  • NAKANO Yasushi
    Center for Diversity, Accessibility and Career Development, University of Tsukuba
  • NAKASHIMA Noriko
    Center for Diversity, Accessibility and Career Development, University of Tsukuba
  • OKUMURA Kasumi
    Faculty of Health and Welfare Science, Nayoro City University
  • OKAZAKI Shinji
    Faculty of Human Sciences, University of Tsukuba

Bibliographic Information

Other Title
  • ADHD児への認知特性評価に基づくセルフモニタリングの指導支援
  • ADHD児への認知特性評価に基づくセルフモニタリングの指導支援 : ワークシートを用いた感情の可視化を通して
  • ADHDジ エ ノ ニンチ トクセイ ヒョウカ ニ モトズク セルフモニタリング ノ シドウ シエン : ワークシート オ モチイタ カンジョウ ノ カシカ オ トオシテ
  • Utilizing a Worksheet for the Emotional Visualization.
  • —ワークシートを用いた感情の可視化を通して—

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<p>We adapted theory of cognitive process to the intervention for a student with ADHD. The purpose of the present study was to suggest how to know emotional state and control by himself under looking back on the past. We talked about events which was in school and asked him how felt then. Moreover, we asked him to express your emotion for each event, through utilizing a worksheet. To visualize the degree of emotion, it seemed that he found significance in “visualization of emotions” and began to notice the relationship between his actions and emotions. Moreover, it seems that he was doing self-monitoring of emotions at home and school voluntarily. Therefore, we suggested that it is effective that intervention based on the evaluation of cognitive characteristic, and we could adjust the situation for each student by utilizing the worksheet, and get an opportunity to explain how he feels. Furthermore, his parents or his teachers also could understand how he feels, and his emotion would change by the order of events or physical condition, even if the same situation.</p>


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