Dealing With A Six-Year-Old Boy Who Has ADHD Problem At Sunflower Class in Tunas Cemara Kindergarten.
ABSTRACT
Berdasarkan pengalaman magang di TK Tunas Cemara sebagai asisten
guru di kelas Sun Flower, saya ingin membahas mengenai kesulitan yang
saya hadapi dalam mengajarkan kosakata bahasa Inggris kepada seorang
anak berumur 6 tahun bernama Kevin di TK Tunas Cemara yang memiliki
masalah dengan Attention Deficit and Hyperactivity Disorder atau yang biasa
disingkat dengan ADHD. Penyebabnya adalah karena saya tidak mengetahui
metode yang efektif dan tidak memiliki pengalaman dalam mengajar bahasa
Inggris kepada anak yang memiliki masalah ADHD. Dampak dari masalah ini
yaitu Kevin tidak memperhatikan saya ketika saya mengajar. Selain itu, saya
menjadi sering kehilangan kendali untuk menangani Kevin di dalam kelas dan
juga saya tidak bisa berkonsentrasi dalam mengajar bahasa Inggris.
Sehubungan dengan hal itu, saya membahas empat pilihan solusi dalam
menghadapi masalah ini.
Pilihan solusi yang pertama adalah saya mencari informasi mengenai
Kevin melalui orangtua, guru dan psikolognya. Kedua, saya belajar
bagaimana cara mengajar anak yang memiliki masalah dengan ADHD
melalui internet atau buku. Ketiga, saya menggunakan metode yang sesuai
seperti menggambar dan menggunakan media gambar yang sangat
membantu dalam proses mengajar Kevin. Keempat, saya memberikan
penghargaan untuk setiap kelakuan baik dan konsekuensi atau penalti atas
tindakan yang menyimpang pada Kevin. Penerapan keempat solusi itu
merupakan solusi terbaik dan efektif dalam membantu saya mengajar Kevin
di kelas.
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TABLE OF CONTENTS
ABSTRACT........................................................................................................i
DECLARATION OF ORIGINALITY...................................................................ii
ACKNOWLEDGEMENTS................................................................................iii
TABLE OF CONTENTS...................................................................................iv
CHAPTER I. INTRODUCTION......................................................................1-6
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS..........................................................7-10
CHAPTER III. POTENTIAL SOLUTIONS.................................................11-15
CHAPTER IV. CONCLUSION...................................................................16-18
BIBLIOGRAPHY
APPENDICES:
A. FLOWCHART
B. LIST OF QUESTIONS
C. SUMMARY OF THE INTERVIEW
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APPENDIX A
FLOWCHART
Causes :
1. I do not have any knowledge of the
effective method to teach vocabulary
to a child with ADHD problem.
2. I have no experience in teaching a
child with ADHD problem.
Problem
I have difficulties in dealing
with a six-year-old boy who
has Attention Deficit and
Hyperactivity Disorder
(ADHD) problem during
English lesson at Sun Flower
class in TK Tunas Cemara.
Potential Solution I
Potential Negative effect
1. I have to spend more time to do
an interview with the psychologist
and spend some more money.
I find out more information
about this child from his
parents, teachers and his
psychologist.
Effects :
1. The boy does not pay attention to
me.
2. I often lose control of the boy in the
class.
3. I cannot concentrate when teaching
vocabulary.
Potential Positive effects :
1. I can learn his characteristics and
obtain some useful tips to handle him
Potential Solution II
Potential Negative effect
1. The techniques I learn might not
suitable for the child.
Potential Positive effect
I learn how to teach a child with
ADHD problem from the Internet or
books.
Potential Solution III
Potential Negative effect
1. He probably would be bored if
I only teach in the same way
continuously.
Potential Negative effect
1. He might focus on the reward.
I use suitable teaching methods or
techniques such as drawing and
using pictures to teach the child.
Potential Solution IV
I use reward and penalty system.
Chosen solutions
1. I find out more information about this
child from his parents, teachers and his
psychologist.
2. I learn how to teach a child with ADHD
problem from the Internet or books.
3. I use suitable teaching methods or
techniques such as drawing and using
pictures to teach the child.
4. I use reward and penalty system
1. I can learn some new techniques
about teaching and gain useful
knowledge about ADHD.
Potential Positive effect
1. He can understand the lesson.
Potential Positive effect
1. He will be motivated to show
good behavior and not to break
the rules.
APPENDIX B
LIST OF QUESTIONS
1. Based on the result of your diagnosis to Kevin, what is your conclusion
about Kevin?
2. What are the advantages and disadvantages for children with this
problem?
3. What are the causes that make Kevin behave like this?
4. What are the effects of this problem for his life?
5. What are the suitable teaching techniques or teaching methods for Kevin?
6. What could be done to make Kevin more motivated in learning?
7. What are the suitable tasks for Kevin at school?
8. What kind of school is appropriate for Kevin?
9. Could you give some suggestions for Kevin for his future?
APPENDIX C
SUMMARY OF THE INTERVIEW
No.
Interviewee’s answers
(the exact words)
Issued to be clarified/justified
Conclusion
Emm.. Kevin ini mengalami gangguan
1
Berdasarkan hasil analisa yang
pemusatan perhatian dan hyperaktifitas, yah.
Kevin mengalami gangguan
didapat, apa kesimpulan tentang
Emm.. Jadi ada kecenderungan kearah
pemusatan perhatian dan
Kevin?
Attention Deficit and Hyperactivity Disorder
hiperaktifitas yang biasa
atau biasa disebut ADHD.
disebut dengan ADHD
Umm, kalau dilihat dari kemampuannya sih
bisa dibilang dari IQ nya sih normal yah.
2
Termasuk dalam kategori apakah
Kategori normal. Tapi kalau dari pengelolaan
Kevin merupakan anak
Kevin berdasarkan kemampuan
emosi dan dorongan, itu bisa dibilang seperti
berkebutuhan khusus
yang ia miliki?
anak berkebutuhan khusus karena dia ga
karena masalah ADHD yang
bisa melakukan tugas-tugasnya tanpa
ia miliki.
bantuan, seperti yang diperoleh anak-anak
diusianya.
Umm, kalau kelebihannya sih anak-anak
3
seperti ini biasanya kritis, pandai
Kelebihan:
berargumentasi, kalau sudah suka sama
Kritis, pandai
sesuatu sangat fokus, kadang bahkan over
berargumentasi, fokus,
fokus. Mereka biasanya berani, spontan, ga
berani, spontan, tidak ragu-
banyak ragu-ragu, tapi kekurangannya
ragu.
Apa kelebihan dan kekurangan
biasanya kurang memperhatikan rambu-
anak dengan kemampuan seperti
rambu aturan, kadang-kadang terkesan
Kekurangan:
ini?
kurang sopan, prestasinya kalau di akademi,
Tidak taat aturan, terkesan
prestasinya cenderung fluktuatif, tidak stabil,
kurang sopan, prestasi
kemudian sulit menunda dorongan dalam diri,
akademik cenderung
tergesa-gesa, kadang bertindak dulu baru
fluktuatif, tidak stabil, sulit
berpikir, dan anak itu ga organize, suka susah
menunda dorongan dalam
mengikuti aturan dengan tertib, lalu potensi
diri, tergesa-gesa, bertindak
lalainya juga tinggi karena dikuasai oleh
dulu baru berpikir, tidak
dorongan sesaat itu, jadi anak grasak-grusuk.
terorganisasi.
Kira-kira seperti itu.
umm, penyebabnya, biasanya kondisi dalam
kandungan misalnya ibu mengalami infeksi,
terkena virus seperti Toksoplasma atau selagi
Penyebab:
hamil ibunya itu perokok, atau ada penyakit,
Kondisi dalam kandungan
atau ibunya mengalami pendarahan. Bisa juga infeksi, virus Toksoplasma,
4
penyebabnya itu proses kelahiran yang sulit.
sang ibu perokok, sang ibu
Proses kelahiran yang menggunakan operasi
mengalami pendarahan,
sesar. Dengan proses vakum. Bayi kurang
proses kelahiran yang sulit,
cukup umur. Berat badan rendah. Tidak
operasi sesar dan vakum,
Apa yang menyebabkan Kevin
segera menangis. Bayi mengalami
bayi kurang cukup umur,
seperti ini? Dan apa saja efek bagi
Hyperbilirubin, atau infeksi setelah 1 bulan
berat badan rendah, bayi
kehidupan dia?
melahirkan. Seperti, panas tinggi, diare, itu
tidak segera menangis
penyebabnya. Efeknya buat anak ini tentu
ketika dilahirkan, bayi
saja seperti yang tadi saya bilang. Pasti tidak
mengalami Hyperbilirubin,
optimal. Biasanya pengendalian dirinya
infeksi kelahiran.
kurang baik, motivasi belajarnya kurang baik,
kurang popular, karena teman-temannya ga
Efek:
suka sama anak yang grasak-grusuk. Sering
Pengendalian diri kurang
lalai. Sering lupa. Ya jadi, bisa perkembangan
baik, motivasi belajar
kedepannya, masa depannya bisa kurang baik kurang, sedikit teman, sering
kalau tidak ditreatment.
Sebelum metode pengajaran dilakukan,
pertama dia harus diterapi. Karena dia
lalai.
mengalami neural behavioral disorder. Jadi
masalah prilaku yang disebabkan
kekurangmatangan fungsi syaraf. Jadi fungsi
syarafnya harus diperbaiki dengan terapi
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sensori motor. Terapinya hanya seminggu
Kevin harus diterapi terlebih
sekali selama sejam. Setelah itu, orang tua
dahulu agar kegiatan
yang harus banyak mengerjakan dirumah.
mengajar bisa menjadi lebih
Bagaimana tehnik pengajaran atau Setelah terapi berjalan lancar, penanganan
mudah. Adapun metode
metode yang tepat untuk Kevin?
yang lain adalah sekolah yang sesuai dan
pengajaran yang digunakan
pola asuh yang benar. Kalau metode
bisa dengan metode visual
mengajarnya, anak-anak seperti Kevin itu
atau cara mengajar yang
kondisi syarafnya disebut under aravel. Jadi
menarik baginya.
tidak bangkit. Jadi dia tidak suka yang
monoton atau biasa-biasa. Makanya, harus
diajarkan dengan penyajian warna-warna
yang menarik, kata-kata yang exciting, atau
eksperesi muka kita yang menyenangkan.
Jadi anak ini senang dan tertarik. Kalo ga, ya
ga diperhatiin kita ngajar juga.
Kevin bisa dikasih system reward dan
punishment. Reward terutama kalau dia bisa
mengerjakan tugas dalam waktu sekian menit.
Dikasih stiker, atau dia menyelesaikan 2 soal,
dikasi bintang misalnya. Kalau bintangnya
udah 10 buah, dikasi reward. Itu akan
Kevin akan termotivasi
memotivasi, karena kesadaran dari dalam diri
apabila diberi sistem
anak-anak seperti Kevin itu kurang sekali. Jadi rewards and punishment.
Apa saja hal yang membuat Kevin
6
harus kita yang member stimulant/member
Rewards untuk setiap
sarana-sarana untuk reward. Maka dia tertarik
kelakuan baik dan
dan termotivasi.
punishment apabila ia
termotivasi dalam belajar dan
berkelakuan buruk.
tugas seperti apa yang cocok
umm, Kevin harus dikasih tugas jangan yang
untuk Kevin kerjakan?
sepotong-sepotong. Misalnya matematika,
Tugas yang cocok untuk
baru 30 menit atau sejam udah ganti pelajaran Kevin yaitu seperti
baru. Buat dia, kaya gitu monoton. Boring.
mengerjakan sebuah project
Belum juga ngerti, udah diganti. Kevin itu
atau hal-hal yang terfokus
harus dikasih project. Misalnya, tugas yang
dan yang ia sukai.
didalamnya udah ada matematikanya, bahasa
indonesianya, sejarah. Misalnya, project 17
Agustus. Bagaimana cara mencari dana untuk
perayaan 17 Agustus. Dari situ dia bisa
mencari uang, matematikanya terlatih. Dia
bisa mempelajari, misalnya membuka stand-
stand berdasarkan Bhinekka Tunggal Ika. Dia
bisa jadi belajar kesukuan. Nah kalau yang
berbentuk project, Kevin akan suka.
Pertama, sekolah yang punya sarana untuk
anak-anak seperti Kevin, misalnya yang punya
halaman yang luas. Karena Kevin itu sebelum
7
masuk kelas harus beraktifitas fisik dulu. Lari-
Sekolah yang cocok untuk
lari, manjat-manjat, seperti itu. Lalu, jumlah
Kevin adalah sekolah yang
Jenis sekolah seperti apa yang
muridnya tidak boleh terlalu banyak, karena
memiliki sarana yang
cocok untuk Kevin?
Kevin itu harus lebih diperhatikan secara
menunjang untuk anak-anak
khusus. Kalau terlalu banyak, guru ga akan
ADHD seperti, halaman
bisa terlalu menghandle dan dengan cara
yang luas, jumlah murid
mengajar Kevin itu bukan satu arah seperti
yang tidak terlalu banyak,
sekolah konvensional, yang muridnya banyak.
atau sekolah dengan system
Misalnya duduk melingkar, belajar dihalaman,
fun learning.
atau langsung ke lokasi seperti field trip.
Biasanya sarana seperti itu adanya disekolah
yang fun learning, yang ga konvensional. Itu
lebih cocok.
Saran saya, Kevin ini harus ditangani secara
terintegrasi. Semua ahli harus bekerja sama.
Ga bisa bekerja sendiri-sendiri. Jadi, pertama
Kevin harus terapi. Kedua, sekolahnya harus
sesuai. Ketiga, orangtuanya harus benar cara
mengajarnya dan itu perlu dikoordinir oleh
seorang psikolog dan rutin orangtuanya ini
8
Adakah saran, informasi atau
datang ke psikolog dan harusnya ada catatan
Saran untuk Kevin adalah
koordinasi antara orangtua, guru dan terapis.
Kevin harus menjalani terapi
Semua dikoordinir oleh psikolog, nanti
terlebih dahulu agar
komentar untuk kefin kedepannya? psikolognya yang akan memberi masukan ke
terapis, guru, dan orangtua untuk tahapan
yang udah dijalani. Apalagi yang harus
ditingkatkan. Bila dilakukan seperti itu,
perkembangannya akan optimal. Bahkan tidak
sedikit anak yang ADHD masa depannya jadi
bagus.
kondisinya berangsur
membaik.
CHAPTER I
INTRODUCTION
A. Background of the Study
Being a teacher is important and it is also a job that has its own
challenges. For example, a teacher must be able to overcome the
problems that occur, which can be caused by interference from within the
child (such as illness and personal desire) or from outside (such as
environment). A good teacher should be able to adapt themselves to the
class situations. Derrick explains that, "Being flexible and adaptable are
two key characteristics of a good teacher" (par. 4). These two
characteristics are important especially when there are children who have
a deficiency in following lessons. I found such problem when I participated
in an internship at TK Tunas Cemara. I had difficulties in dealing with a sixyear-old boy who has Attention Deficit and Hyperactivity Disorder
(henceforth, ADHD) problem during English lesson at Sun Flower class in
TK Tunas Cemara.
Before discussing the problem, I would like to give some information
about ADHD. Denise states that, “ADHD is a Disruptive Behavior Disorder
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characterized by the presence of a set of chronic and impairing behavior
patterns that display abnormal levels of inattention, hyperactivity, or their
combination” (par. 1). Furthermore, in the article ADD/ADHD in Children
Melinda states that,
The three primary characteristics of ADD/ADHD are inattention,
hyperactivity, and impulsivity. The signs and symptoms a child with
attention deficit disorder has depended on which characteristics
predominate. Children with ADD/ADHD may be: inattentive, but not
hyperactive or impulsive; hyperactive and impulsive, but able to pay
attention; or inattentive, hyperactive, and impulsive (the most common
form of ADHD) (par. 9).
Therefore, ADHD problem is a problem that must be taken care of
seriously, especially for teachers who have students who suffer from
ADHD. The children with ADHD problem also need to have a good
education. The teacher must be flexible and adaptable to teach in every
situation, including with a child who has ADHD problem.
During my internship at TK Tunas Cemara, I found a significant
problem that made me struggle when teaching English vocabulary. In Sun
Flower class there were twenty one children of 5-6 years old. I usually
taught English twice a week for forty five minutes. During the internship, I
had difficulty in dealing with one child in the class. The name of the boy is
Kevin and he is 6 years old. When the teacher or I were teaching English
vocabulary in front of the class, Kevin rarely paid attention. Kevin usually
sat at the corner or looked out of the classroom through the window. In
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addition, Kevin usually liked drawing. Therefore, during the lesson, he
usually drew on a piece of paper an image he had in his mind. Teachers
could not even handle this child. After having observed the class and
conducted an interview with his psychologist, I found out that Kevin had
ADHD problem. This fact is reinforced by a medical certificate from the
psychologist who examined Kevin, the information from his parents about
ADHD problem and the information from his teachers. This situation
challenges me as the teacher to teach a child like Kevin.
Considering the above explanations, in this term paper I would like to
analyze how to deal with a boy who has problems with ADHD.
Additionally, I will find out the best solution on how to deal with children
with such problem.
B. Identification of the Problem
Based on my experience as a teacher assistant at TK Tunas Cemara,
I would like to analyze:
1. Why do I have difficulties in dealing with a six-year-old boy who has
ADHD problem during English lesson at Sun Flower class in TK Tunas
Cemara?
2. How should I handle the boy with ADHD problem at Sun Flower class in
TK Tunas Cemara?
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C. Objectives and Benefits of the Study
The objectives of this study are to find out the causes of my difficulties
in handling a six-year-old boy who has ADHD problem at Sun Flower class
at TK Tunas Cemara and also to find possible solutions for the teacher of
English to handle the child with this problem.
By writing this term paper, there are some benefits for the institution,
the readers of this term paper, and for me as the writer. For the institution,
I hope that my term paper will help the kindergarten teachers at TK Tunas
Cemara in providing an appropriate method in teaching English to a child
with ADHD problem. For the readers, I hope this term paper can provide
information and knowledge, especially for those who are interested in
education. For me as the writer of this paper, I can develop my writing skill.
Besides, I could share my experience to the readers and in the future if I
work as a teacher I can apply the solutions and know how to handle a
similar problem.
D. Description of the Institution
Tunas Cemara Kindergarten is an educational institution that was
established by Yayasan Citra Cemara on April 17, 2000. Tunas Cemara
has the area approximately 5.000 m2 at Jl. Sumber Hurip 31, Sumber Sari.
In July 2004, Tunas Cemara moved to Jl. Situ Aksan 41. In 2009, Tunas
Cemara received an accreditation of an A from The National Accreditation
Institution. TK Tunas Cemara plans to have a new building in Jl. Soekarno
Hatta 22 in the year of 2011.
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TK Tunas Cemara’s development has increased progressively. At first
there were only 40 children, with three teachers, while now there are 100
more children, with eight teachers and an administration staff.
The school has a vision and a mission. Tunas Cemara School’s vision
is to become a qualified educational institution that prepares the
kindergarten children to be knowledgeable, qualified and responsible. The
school’s mission is to educate students by optimizing the potentials of the
children in their emotional, intellectual, physical, and linguistic
development by having a close cooperation between the school and the
parents. The missions are having children who:
are physically and mentally healthy
are balanced in acquiring both knowledge and skills
E. Method of Study
Based on my observation and teaching experience, I choose to
analyze a problem in dealing with a six-year-old boy who has ADHD
problem during English lesson at Sun Flower class in TK Tunas Cemara.
The subjects of the research are I myself, as the teacher assistant, and
Kevin, the six-year-old boy who has ADHD. The data is taken from my
internship journal, library research, electronic publication and the result of
interview with Kevin’s psychologist at the Perisai Husada clinic. The data
that I have got is used to analyze the problem and to find the solutions.
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F. Limitation of study
My term paper focuses on how to deal with a six-year-old boy at Sun
Flower class in TK Tunas Cemara named Kevin who has ADHD problem.
The internship was done from 10 January 2011 until 18 February 2011 at
TK Tunas Cemara, Bandung. The interview with his psychologist at the
Perisai Husada clinic was done in March 2011.
G. Organization of the Term Paper
This term paper starts with Abstract, a summary of the whole term
paper. Then, there is Declaration of Originality, which contains a statement
about the authenticity of the paper. Next is Acknowledgements, which
contains the list of people who supported me during the writing of this term
paper. After that is Table of Contents. Then, there are four chapters which
follow: Chapter I is Introduction, Chapter II is Problem Analysis, Chapter III
is Potential Solutions, and Chapter IV is Conclusion. In the last part of my
term paper there is Bibliography, containing the list of references, and
Appendices.
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CHAPTER IV
CONCLUSION
During my internship, I faced a problem, namely, a difficulty in dealing
with a six-year-old boy who has ADHD problem at Sun Flower class in
Tunas Cemara Kindergarten. The causes of this problem are I do not have
any knowledge of the effective method to teach vocabulary to a child with
ADHD problem and I have no experience in teaching a child with ADHD
problem. There are three effects of the problem. The first effect is the boy
does not pay attention to me. Second, I often lose control of the boy in the
class. Third, I cannot concentrate when teaching vocabulary. There are
four potential solutions of this problem: finding out more information about
this child from his parents, teachers and his psychologist, learning how to
teach a child with ADHD problem from the Internet or books, using
suitable teaching methods or techniques and using reward and penalty
system.
After having discussed the potential solutions, I would like to present
the best solution to solve the problem. The chosen solutions are the
combination of all four potential solutions because these solutions are
effective in the process of teaching Kevin. First, I start by finding out more
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information about this child from his parents, teachers and his
psychologist. After I gather enough information, I learn how to teach a
child with ADHD problem from the Internet or books. These steps help me
to choose the next solutions. I use suitable teaching methods such as
drawing and using pictures to teach Kevin. These methods will be suitable
for Kevin. Furthermore, I use reward and penalty system in class.
These four solutions are the best solutions for me to deal with a sixyear-old boy who has ADHD problem during English lesson at Sun Flower
class in Tunas Cemara Kindergarten. Hogan states that, “as a teacher,
there are a few things that you can do such as consulting the experts
(parents, previous teacher, specialist or psychologist), finding information
from books or internet resources, giving reward success (use stickers,
post points on chart or use verbal praise), and giving variety learning
method” (par. 2). It is not enough for me only to learn from the internet or
books. I need to do the interview with his psychologist for getting more
information about Kevin. It will help me to decide the suitable method for
him. Therefore, these solutions will support the other teachers in TK Tunas
Cemara when handling a child with this problem.
I believe that the four solutions that I choose will help me to improve
my teaching skill and can be applied for the teachers at TK Tunas Cemara
to handle this problem. Therefore, these four solutions will support the
teachers in the process of teaching and also can make the child with
ADHD problem enjoy the lessons. I suggest that the teachers of Tunas
Cemara kindergarten should find and apply the suitable teaching method
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for the children in the process of teaching in the class. Also, the teachers
must anticipate the problem, especially for child who have learning
problem.
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BIBLIOGRAPHY
Printed Sources
Leong, Fredrick T. The Psychology Research Hanbook. Thausand Oaks:
Sage Publications. 2006
National Institute of Mental Health. Attention Deficit Hyperactivity Disorder.
Maryland: NIMH. 2004
Wender, Paul H. ADHD: Attention-Deficit Hyperactivity Disorder in Children
and Adults. New York: Oxford University Press. 2000
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“ADHD Child Book.” ADHDchildparenting.com. 2011. 12 May 2011
Block, Jocelyn and Melinda Smith. “ADD/ADHD and School: Helping Children
with ADHD Succeed at School.” Helpguide.org. January 2010. 15 May
2011
Davies, Leah. “Reward in the Classroom.” Kellybear.com. 2011. 10 May
2011
Gayle, Carole. “ADHD Books to Read.” HubPages Inc. 2011. 12 May 2011
Maranatha Christian University
Harris, Bronwyn. “What are Some Different Teaching Methods.” Conjecture
Corporation. 2011. 16 May 2011
Hogan, Dawn. “ADHD: A Travel Guide to Success.” Childhood Education.
Findarticle.com. 1997. 21 May 2011
< http://findarticles.com/p/articles/mi_qa3614/is_199704/ai_n8778824/>
“Homeschooling ADHD children.” ADHDchildparenting.com. 2010. 5 May
2011
Honos, Lara. “Ways to Help Your Child Focus And Pay Attention.” BrainyChild.com. 2011. 4 May 2011
Meador, Derrick. “Want to Become a Teacher.” About.com. 2011. 3 May 2011
< http://teaching.about.com/od/pd/a/Want-To-Become-A-Teacher.htm >
Ronquillo, Holli. “How to Take an ADHD Test.” eHow.com. 2011. 7 May 2011
Raunch, Kate. “How to boost your ADHD child’s self-esteem.” Baby Center
LLC. 2011. 10 May 2011
Smith, Melinda, Jocelyn Block and Jeanne Segal. “ADD/ADHD Tests &
Diagnosis: Diagnosis Attention Deficit Disorder in Children & Adults.”
Helpguide.org. February 2010. 2 May 2011
Smith, Melinda and Robert Segal. “ADD/ADHD in Children: Sign and
Symptoms of Attention Deficit Disorder.” helpguide.org. 2010. 3 May 2011
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“Teaching A Child With ADHD.” Demand Media Inc. 2010. 2 May 2011
Witmer, Denise. “ADHD Definition and Symptoms.” About.com . 2011. 3 May
2011
< http://parentingteens.about.com/cs/addadhd/a/adhddefine.htm>
Wolfended, Scott. “How Do I Make Teaching ADHD Student Better.” Deman
Media. Inc. 23 August 2010. 15 May 2011
Interview Sources
Suryaman, Farah T., Dra., Psi., M.Pd., Personal interview. 30 March 2011.
Maranatha Christian University
Berdasarkan pengalaman magang di TK Tunas Cemara sebagai asisten
guru di kelas Sun Flower, saya ingin membahas mengenai kesulitan yang
saya hadapi dalam mengajarkan kosakata bahasa Inggris kepada seorang
anak berumur 6 tahun bernama Kevin di TK Tunas Cemara yang memiliki
masalah dengan Attention Deficit and Hyperactivity Disorder atau yang biasa
disingkat dengan ADHD. Penyebabnya adalah karena saya tidak mengetahui
metode yang efektif dan tidak memiliki pengalaman dalam mengajar bahasa
Inggris kepada anak yang memiliki masalah ADHD. Dampak dari masalah ini
yaitu Kevin tidak memperhatikan saya ketika saya mengajar. Selain itu, saya
menjadi sering kehilangan kendali untuk menangani Kevin di dalam kelas dan
juga saya tidak bisa berkonsentrasi dalam mengajar bahasa Inggris.
Sehubungan dengan hal itu, saya membahas empat pilihan solusi dalam
menghadapi masalah ini.
Pilihan solusi yang pertama adalah saya mencari informasi mengenai
Kevin melalui orangtua, guru dan psikolognya. Kedua, saya belajar
bagaimana cara mengajar anak yang memiliki masalah dengan ADHD
melalui internet atau buku. Ketiga, saya menggunakan metode yang sesuai
seperti menggambar dan menggunakan media gambar yang sangat
membantu dalam proses mengajar Kevin. Keempat, saya memberikan
penghargaan untuk setiap kelakuan baik dan konsekuensi atau penalti atas
tindakan yang menyimpang pada Kevin. Penerapan keempat solusi itu
merupakan solusi terbaik dan efektif dalam membantu saya mengajar Kevin
di kelas.
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TABLE OF CONTENTS
ABSTRACT........................................................................................................i
DECLARATION OF ORIGINALITY...................................................................ii
ACKNOWLEDGEMENTS................................................................................iii
TABLE OF CONTENTS...................................................................................iv
CHAPTER I. INTRODUCTION......................................................................1-6
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS..........................................................7-10
CHAPTER III. POTENTIAL SOLUTIONS.................................................11-15
CHAPTER IV. CONCLUSION...................................................................16-18
BIBLIOGRAPHY
APPENDICES:
A. FLOWCHART
B. LIST OF QUESTIONS
C. SUMMARY OF THE INTERVIEW
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LAMPIRAN DOKUMENTASI FOTO
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APPENDIX A
FLOWCHART
Causes :
1. I do not have any knowledge of the
effective method to teach vocabulary
to a child with ADHD problem.
2. I have no experience in teaching a
child with ADHD problem.
Problem
I have difficulties in dealing
with a six-year-old boy who
has Attention Deficit and
Hyperactivity Disorder
(ADHD) problem during
English lesson at Sun Flower
class in TK Tunas Cemara.
Potential Solution I
Potential Negative effect
1. I have to spend more time to do
an interview with the psychologist
and spend some more money.
I find out more information
about this child from his
parents, teachers and his
psychologist.
Effects :
1. The boy does not pay attention to
me.
2. I often lose control of the boy in the
class.
3. I cannot concentrate when teaching
vocabulary.
Potential Positive effects :
1. I can learn his characteristics and
obtain some useful tips to handle him
Potential Solution II
Potential Negative effect
1. The techniques I learn might not
suitable for the child.
Potential Positive effect
I learn how to teach a child with
ADHD problem from the Internet or
books.
Potential Solution III
Potential Negative effect
1. He probably would be bored if
I only teach in the same way
continuously.
Potential Negative effect
1. He might focus on the reward.
I use suitable teaching methods or
techniques such as drawing and
using pictures to teach the child.
Potential Solution IV
I use reward and penalty system.
Chosen solutions
1. I find out more information about this
child from his parents, teachers and his
psychologist.
2. I learn how to teach a child with ADHD
problem from the Internet or books.
3. I use suitable teaching methods or
techniques such as drawing and using
pictures to teach the child.
4. I use reward and penalty system
1. I can learn some new techniques
about teaching and gain useful
knowledge about ADHD.
Potential Positive effect
1. He can understand the lesson.
Potential Positive effect
1. He will be motivated to show
good behavior and not to break
the rules.
APPENDIX B
LIST OF QUESTIONS
1. Based on the result of your diagnosis to Kevin, what is your conclusion
about Kevin?
2. What are the advantages and disadvantages for children with this
problem?
3. What are the causes that make Kevin behave like this?
4. What are the effects of this problem for his life?
5. What are the suitable teaching techniques or teaching methods for Kevin?
6. What could be done to make Kevin more motivated in learning?
7. What are the suitable tasks for Kevin at school?
8. What kind of school is appropriate for Kevin?
9. Could you give some suggestions for Kevin for his future?
APPENDIX C
SUMMARY OF THE INTERVIEW
No.
Interviewee’s answers
(the exact words)
Issued to be clarified/justified
Conclusion
Emm.. Kevin ini mengalami gangguan
1
Berdasarkan hasil analisa yang
pemusatan perhatian dan hyperaktifitas, yah.
Kevin mengalami gangguan
didapat, apa kesimpulan tentang
Emm.. Jadi ada kecenderungan kearah
pemusatan perhatian dan
Kevin?
Attention Deficit and Hyperactivity Disorder
hiperaktifitas yang biasa
atau biasa disebut ADHD.
disebut dengan ADHD
Umm, kalau dilihat dari kemampuannya sih
bisa dibilang dari IQ nya sih normal yah.
2
Termasuk dalam kategori apakah
Kategori normal. Tapi kalau dari pengelolaan
Kevin merupakan anak
Kevin berdasarkan kemampuan
emosi dan dorongan, itu bisa dibilang seperti
berkebutuhan khusus
yang ia miliki?
anak berkebutuhan khusus karena dia ga
karena masalah ADHD yang
bisa melakukan tugas-tugasnya tanpa
ia miliki.
bantuan, seperti yang diperoleh anak-anak
diusianya.
Umm, kalau kelebihannya sih anak-anak
3
seperti ini biasanya kritis, pandai
Kelebihan:
berargumentasi, kalau sudah suka sama
Kritis, pandai
sesuatu sangat fokus, kadang bahkan over
berargumentasi, fokus,
fokus. Mereka biasanya berani, spontan, ga
berani, spontan, tidak ragu-
banyak ragu-ragu, tapi kekurangannya
ragu.
Apa kelebihan dan kekurangan
biasanya kurang memperhatikan rambu-
anak dengan kemampuan seperti
rambu aturan, kadang-kadang terkesan
Kekurangan:
ini?
kurang sopan, prestasinya kalau di akademi,
Tidak taat aturan, terkesan
prestasinya cenderung fluktuatif, tidak stabil,
kurang sopan, prestasi
kemudian sulit menunda dorongan dalam diri,
akademik cenderung
tergesa-gesa, kadang bertindak dulu baru
fluktuatif, tidak stabil, sulit
berpikir, dan anak itu ga organize, suka susah
menunda dorongan dalam
mengikuti aturan dengan tertib, lalu potensi
diri, tergesa-gesa, bertindak
lalainya juga tinggi karena dikuasai oleh
dulu baru berpikir, tidak
dorongan sesaat itu, jadi anak grasak-grusuk.
terorganisasi.
Kira-kira seperti itu.
umm, penyebabnya, biasanya kondisi dalam
kandungan misalnya ibu mengalami infeksi,
terkena virus seperti Toksoplasma atau selagi
Penyebab:
hamil ibunya itu perokok, atau ada penyakit,
Kondisi dalam kandungan
atau ibunya mengalami pendarahan. Bisa juga infeksi, virus Toksoplasma,
4
penyebabnya itu proses kelahiran yang sulit.
sang ibu perokok, sang ibu
Proses kelahiran yang menggunakan operasi
mengalami pendarahan,
sesar. Dengan proses vakum. Bayi kurang
proses kelahiran yang sulit,
cukup umur. Berat badan rendah. Tidak
operasi sesar dan vakum,
Apa yang menyebabkan Kevin
segera menangis. Bayi mengalami
bayi kurang cukup umur,
seperti ini? Dan apa saja efek bagi
Hyperbilirubin, atau infeksi setelah 1 bulan
berat badan rendah, bayi
kehidupan dia?
melahirkan. Seperti, panas tinggi, diare, itu
tidak segera menangis
penyebabnya. Efeknya buat anak ini tentu
ketika dilahirkan, bayi
saja seperti yang tadi saya bilang. Pasti tidak
mengalami Hyperbilirubin,
optimal. Biasanya pengendalian dirinya
infeksi kelahiran.
kurang baik, motivasi belajarnya kurang baik,
kurang popular, karena teman-temannya ga
Efek:
suka sama anak yang grasak-grusuk. Sering
Pengendalian diri kurang
lalai. Sering lupa. Ya jadi, bisa perkembangan
baik, motivasi belajar
kedepannya, masa depannya bisa kurang baik kurang, sedikit teman, sering
kalau tidak ditreatment.
Sebelum metode pengajaran dilakukan,
pertama dia harus diterapi. Karena dia
lalai.
mengalami neural behavioral disorder. Jadi
masalah prilaku yang disebabkan
kekurangmatangan fungsi syaraf. Jadi fungsi
syarafnya harus diperbaiki dengan terapi
5
sensori motor. Terapinya hanya seminggu
Kevin harus diterapi terlebih
sekali selama sejam. Setelah itu, orang tua
dahulu agar kegiatan
yang harus banyak mengerjakan dirumah.
mengajar bisa menjadi lebih
Bagaimana tehnik pengajaran atau Setelah terapi berjalan lancar, penanganan
mudah. Adapun metode
metode yang tepat untuk Kevin?
yang lain adalah sekolah yang sesuai dan
pengajaran yang digunakan
pola asuh yang benar. Kalau metode
bisa dengan metode visual
mengajarnya, anak-anak seperti Kevin itu
atau cara mengajar yang
kondisi syarafnya disebut under aravel. Jadi
menarik baginya.
tidak bangkit. Jadi dia tidak suka yang
monoton atau biasa-biasa. Makanya, harus
diajarkan dengan penyajian warna-warna
yang menarik, kata-kata yang exciting, atau
eksperesi muka kita yang menyenangkan.
Jadi anak ini senang dan tertarik. Kalo ga, ya
ga diperhatiin kita ngajar juga.
Kevin bisa dikasih system reward dan
punishment. Reward terutama kalau dia bisa
mengerjakan tugas dalam waktu sekian menit.
Dikasih stiker, atau dia menyelesaikan 2 soal,
dikasi bintang misalnya. Kalau bintangnya
udah 10 buah, dikasi reward. Itu akan
Kevin akan termotivasi
memotivasi, karena kesadaran dari dalam diri
apabila diberi sistem
anak-anak seperti Kevin itu kurang sekali. Jadi rewards and punishment.
Apa saja hal yang membuat Kevin
6
harus kita yang member stimulant/member
Rewards untuk setiap
sarana-sarana untuk reward. Maka dia tertarik
kelakuan baik dan
dan termotivasi.
punishment apabila ia
termotivasi dalam belajar dan
berkelakuan buruk.
tugas seperti apa yang cocok
umm, Kevin harus dikasih tugas jangan yang
untuk Kevin kerjakan?
sepotong-sepotong. Misalnya matematika,
Tugas yang cocok untuk
baru 30 menit atau sejam udah ganti pelajaran Kevin yaitu seperti
baru. Buat dia, kaya gitu monoton. Boring.
mengerjakan sebuah project
Belum juga ngerti, udah diganti. Kevin itu
atau hal-hal yang terfokus
harus dikasih project. Misalnya, tugas yang
dan yang ia sukai.
didalamnya udah ada matematikanya, bahasa
indonesianya, sejarah. Misalnya, project 17
Agustus. Bagaimana cara mencari dana untuk
perayaan 17 Agustus. Dari situ dia bisa
mencari uang, matematikanya terlatih. Dia
bisa mempelajari, misalnya membuka stand-
stand berdasarkan Bhinekka Tunggal Ika. Dia
bisa jadi belajar kesukuan. Nah kalau yang
berbentuk project, Kevin akan suka.
Pertama, sekolah yang punya sarana untuk
anak-anak seperti Kevin, misalnya yang punya
halaman yang luas. Karena Kevin itu sebelum
7
masuk kelas harus beraktifitas fisik dulu. Lari-
Sekolah yang cocok untuk
lari, manjat-manjat, seperti itu. Lalu, jumlah
Kevin adalah sekolah yang
Jenis sekolah seperti apa yang
muridnya tidak boleh terlalu banyak, karena
memiliki sarana yang
cocok untuk Kevin?
Kevin itu harus lebih diperhatikan secara
menunjang untuk anak-anak
khusus. Kalau terlalu banyak, guru ga akan
ADHD seperti, halaman
bisa terlalu menghandle dan dengan cara
yang luas, jumlah murid
mengajar Kevin itu bukan satu arah seperti
yang tidak terlalu banyak,
sekolah konvensional, yang muridnya banyak.
atau sekolah dengan system
Misalnya duduk melingkar, belajar dihalaman,
fun learning.
atau langsung ke lokasi seperti field trip.
Biasanya sarana seperti itu adanya disekolah
yang fun learning, yang ga konvensional. Itu
lebih cocok.
Saran saya, Kevin ini harus ditangani secara
terintegrasi. Semua ahli harus bekerja sama.
Ga bisa bekerja sendiri-sendiri. Jadi, pertama
Kevin harus terapi. Kedua, sekolahnya harus
sesuai. Ketiga, orangtuanya harus benar cara
mengajarnya dan itu perlu dikoordinir oleh
seorang psikolog dan rutin orangtuanya ini
8
Adakah saran, informasi atau
datang ke psikolog dan harusnya ada catatan
Saran untuk Kevin adalah
koordinasi antara orangtua, guru dan terapis.
Kevin harus menjalani terapi
Semua dikoordinir oleh psikolog, nanti
terlebih dahulu agar
komentar untuk kefin kedepannya? psikolognya yang akan memberi masukan ke
terapis, guru, dan orangtua untuk tahapan
yang udah dijalani. Apalagi yang harus
ditingkatkan. Bila dilakukan seperti itu,
perkembangannya akan optimal. Bahkan tidak
sedikit anak yang ADHD masa depannya jadi
bagus.
kondisinya berangsur
membaik.
CHAPTER I
INTRODUCTION
A. Background of the Study
Being a teacher is important and it is also a job that has its own
challenges. For example, a teacher must be able to overcome the
problems that occur, which can be caused by interference from within the
child (such as illness and personal desire) or from outside (such as
environment). A good teacher should be able to adapt themselves to the
class situations. Derrick explains that, "Being flexible and adaptable are
two key characteristics of a good teacher" (par. 4). These two
characteristics are important especially when there are children who have
a deficiency in following lessons. I found such problem when I participated
in an internship at TK Tunas Cemara. I had difficulties in dealing with a sixyear-old boy who has Attention Deficit and Hyperactivity Disorder
(henceforth, ADHD) problem during English lesson at Sun Flower class in
TK Tunas Cemara.
Before discussing the problem, I would like to give some information
about ADHD. Denise states that, “ADHD is a Disruptive Behavior Disorder
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characterized by the presence of a set of chronic and impairing behavior
patterns that display abnormal levels of inattention, hyperactivity, or their
combination” (par. 1). Furthermore, in the article ADD/ADHD in Children
Melinda states that,
The three primary characteristics of ADD/ADHD are inattention,
hyperactivity, and impulsivity. The signs and symptoms a child with
attention deficit disorder has depended on which characteristics
predominate. Children with ADD/ADHD may be: inattentive, but not
hyperactive or impulsive; hyperactive and impulsive, but able to pay
attention; or inattentive, hyperactive, and impulsive (the most common
form of ADHD) (par. 9).
Therefore, ADHD problem is a problem that must be taken care of
seriously, especially for teachers who have students who suffer from
ADHD. The children with ADHD problem also need to have a good
education. The teacher must be flexible and adaptable to teach in every
situation, including with a child who has ADHD problem.
During my internship at TK Tunas Cemara, I found a significant
problem that made me struggle when teaching English vocabulary. In Sun
Flower class there were twenty one children of 5-6 years old. I usually
taught English twice a week for forty five minutes. During the internship, I
had difficulty in dealing with one child in the class. The name of the boy is
Kevin and he is 6 years old. When the teacher or I were teaching English
vocabulary in front of the class, Kevin rarely paid attention. Kevin usually
sat at the corner or looked out of the classroom through the window. In
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addition, Kevin usually liked drawing. Therefore, during the lesson, he
usually drew on a piece of paper an image he had in his mind. Teachers
could not even handle this child. After having observed the class and
conducted an interview with his psychologist, I found out that Kevin had
ADHD problem. This fact is reinforced by a medical certificate from the
psychologist who examined Kevin, the information from his parents about
ADHD problem and the information from his teachers. This situation
challenges me as the teacher to teach a child like Kevin.
Considering the above explanations, in this term paper I would like to
analyze how to deal with a boy who has problems with ADHD.
Additionally, I will find out the best solution on how to deal with children
with such problem.
B. Identification of the Problem
Based on my experience as a teacher assistant at TK Tunas Cemara,
I would like to analyze:
1. Why do I have difficulties in dealing with a six-year-old boy who has
ADHD problem during English lesson at Sun Flower class in TK Tunas
Cemara?
2. How should I handle the boy with ADHD problem at Sun Flower class in
TK Tunas Cemara?
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C. Objectives and Benefits of the Study
The objectives of this study are to find out the causes of my difficulties
in handling a six-year-old boy who has ADHD problem at Sun Flower class
at TK Tunas Cemara and also to find possible solutions for the teacher of
English to handle the child with this problem.
By writing this term paper, there are some benefits for the institution,
the readers of this term paper, and for me as the writer. For the institution,
I hope that my term paper will help the kindergarten teachers at TK Tunas
Cemara in providing an appropriate method in teaching English to a child
with ADHD problem. For the readers, I hope this term paper can provide
information and knowledge, especially for those who are interested in
education. For me as the writer of this paper, I can develop my writing skill.
Besides, I could share my experience to the readers and in the future if I
work as a teacher I can apply the solutions and know how to handle a
similar problem.
D. Description of the Institution
Tunas Cemara Kindergarten is an educational institution that was
established by Yayasan Citra Cemara on April 17, 2000. Tunas Cemara
has the area approximately 5.000 m2 at Jl. Sumber Hurip 31, Sumber Sari.
In July 2004, Tunas Cemara moved to Jl. Situ Aksan 41. In 2009, Tunas
Cemara received an accreditation of an A from The National Accreditation
Institution. TK Tunas Cemara plans to have a new building in Jl. Soekarno
Hatta 22 in the year of 2011.
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TK Tunas Cemara’s development has increased progressively. At first
there were only 40 children, with three teachers, while now there are 100
more children, with eight teachers and an administration staff.
The school has a vision and a mission. Tunas Cemara School’s vision
is to become a qualified educational institution that prepares the
kindergarten children to be knowledgeable, qualified and responsible. The
school’s mission is to educate students by optimizing the potentials of the
children in their emotional, intellectual, physical, and linguistic
development by having a close cooperation between the school and the
parents. The missions are having children who:
are physically and mentally healthy
are balanced in acquiring both knowledge and skills
E. Method of Study
Based on my observation and teaching experience, I choose to
analyze a problem in dealing with a six-year-old boy who has ADHD
problem during English lesson at Sun Flower class in TK Tunas Cemara.
The subjects of the research are I myself, as the teacher assistant, and
Kevin, the six-year-old boy who has ADHD. The data is taken from my
internship journal, library research, electronic publication and the result of
interview with Kevin’s psychologist at the Perisai Husada clinic. The data
that I have got is used to analyze the problem and to find the solutions.
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F. Limitation of study
My term paper focuses on how to deal with a six-year-old boy at Sun
Flower class in TK Tunas Cemara named Kevin who has ADHD problem.
The internship was done from 10 January 2011 until 18 February 2011 at
TK Tunas Cemara, Bandung. The interview with his psychologist at the
Perisai Husada clinic was done in March 2011.
G. Organization of the Term Paper
This term paper starts with Abstract, a summary of the whole term
paper. Then, there is Declaration of Originality, which contains a statement
about the authenticity of the paper. Next is Acknowledgements, which
contains the list of people who supported me during the writing of this term
paper. After that is Table of Contents. Then, there are four chapters which
follow: Chapter I is Introduction, Chapter II is Problem Analysis, Chapter III
is Potential Solutions, and Chapter IV is Conclusion. In the last part of my
term paper there is Bibliography, containing the list of references, and
Appendices.
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CHAPTER IV
CONCLUSION
During my internship, I faced a problem, namely, a difficulty in dealing
with a six-year-old boy who has ADHD problem at Sun Flower class in
Tunas Cemara Kindergarten. The causes of this problem are I do not have
any knowledge of the effective method to teach vocabulary to a child with
ADHD problem and I have no experience in teaching a child with ADHD
problem. There are three effects of the problem. The first effect is the boy
does not pay attention to me. Second, I often lose control of the boy in the
class. Third, I cannot concentrate when teaching vocabulary. There are
four potential solutions of this problem: finding out more information about
this child from his parents, teachers and his psychologist, learning how to
teach a child with ADHD problem from the Internet or books, using
suitable teaching methods or techniques and using reward and penalty
system.
After having discussed the potential solutions, I would like to present
the best solution to solve the problem. The chosen solutions are the
combination of all four potential solutions because these solutions are
effective in the process of teaching Kevin. First, I start by finding out more
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information about this child from his parents, teachers and his
psychologist. After I gather enough information, I learn how to teach a
child with ADHD problem from the Internet or books. These steps help me
to choose the next solutions. I use suitable teaching methods such as
drawing and using pictures to teach Kevin. These methods will be suitable
for Kevin. Furthermore, I use reward and penalty system in class.
These four solutions are the best solutions for me to deal with a sixyear-old boy who has ADHD problem during English lesson at Sun Flower
class in Tunas Cemara Kindergarten. Hogan states that, “as a teacher,
there are a few things that you can do such as consulting the experts
(parents, previous teacher, specialist or psychologist), finding information
from books or internet resources, giving reward success (use stickers,
post points on chart or use verbal praise), and giving variety learning
method” (par. 2). It is not enough for me only to learn from the internet or
books. I need to do the interview with his psychologist for getting more
information about Kevin. It will help me to decide the suitable method for
him. Therefore, these solutions will support the other teachers in TK Tunas
Cemara when handling a child with this problem.
I believe that the four solutions that I choose will help me to improve
my teaching skill and can be applied for the teachers at TK Tunas Cemara
to handle this problem. Therefore, these four solutions will support the
teachers in the process of teaching and also can make the child with
ADHD problem enjoy the lessons. I suggest that the teachers of Tunas
Cemara kindergarten should find and apply the suitable teaching method
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for the children in the process of teaching in the class. Also, the teachers
must anticipate the problem, especially for child who have learning
problem.
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BIBLIOGRAPHY
Printed Sources
Leong, Fredrick T. The Psychology Research Hanbook. Thausand Oaks:
Sage Publications. 2006
National Institute of Mental Health. Attention Deficit Hyperactivity Disorder.
Maryland: NIMH. 2004
Wender, Paul H. ADHD: Attention-Deficit Hyperactivity Disorder in Children
and Adults. New York: Oxford University Press. 2000
Electronic Sources
“ADHD Child Book.” ADHDchildparenting.com. 2011. 12 May 2011
Block, Jocelyn and Melinda Smith. “ADD/ADHD and School: Helping Children
with ADHD Succeed at School.” Helpguide.org. January 2010. 15 May
2011
Davies, Leah. “Reward in the Classroom.” Kellybear.com. 2011. 10 May
2011
Gayle, Carole. “ADHD Books to Read.” HubPages Inc. 2011. 12 May 2011
Maranatha Christian University
Harris, Bronwyn. “What are Some Different Teaching Methods.” Conjecture
Corporation. 2011. 16 May 2011
Hogan, Dawn. “ADHD: A Travel Guide to Success.” Childhood Education.
Findarticle.com. 1997. 21 May 2011
< http://findarticles.com/p/articles/mi_qa3614/is_199704/ai_n8778824/>
“Homeschooling ADHD children.” ADHDchildparenting.com. 2010. 5 May
2011
Honos, Lara. “Ways to Help Your Child Focus And Pay Attention.” BrainyChild.com. 2011. 4 May 2011
Meador, Derrick. “Want to Become a Teacher.” About.com. 2011. 3 May 2011
< http://teaching.about.com/od/pd/a/Want-To-Become-A-Teacher.htm >
Ronquillo, Holli. “How to Take an ADHD Test.” eHow.com. 2011. 7 May 2011
Raunch, Kate. “How to boost your ADHD child’s self-esteem.” Baby Center
LLC. 2011. 10 May 2011
Smith, Melinda, Jocelyn Block and Jeanne Segal. “ADD/ADHD Tests &
Diagnosis: Diagnosis Attention Deficit Disorder in Children & Adults.”
Helpguide.org. February 2010. 2 May 2011
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Maranatha Christian University