Khó khăn về chú ý, kiểm soát hành vi và thích ứng học đường của học sinh có biểu hiện rối loạn tăng động giảm chú ý: Nghiên cứu tại một số trường tiểu học hòa nhập xã Bình Hưng, Thành phố Hồ Chí Minh

Tóm tắt

Students with symptoms of attention-deficit/hyperactivity disorder (ADHD) in inclusive primary schools often experience difficulties related to attention and behavioral control, which are associated with their school adaptation. The study aims to examine the levels and relationships among attention difficulties, behavioral control, and school adaptation. A cross-sectional quantitative design was employed, involving 128 primary school students, with data analyzed using descriptive statistics, Pearson correlation, and linear regression. The findings indicate that the students exhibited relatively high levels of attention difficulties (M = 3.64; SD = 0.58) and behavioral control difficulties (M = 3.46; SD = 0.65), while their level of school adaptation was moderate (M = 2.89; SD = 0.57). These difficulties were negatively correlated with school adaptation (r = -0.57 and r = -0.51; p < .01) and were statistically significant in the regression model. The findings also suggest that functional difficulties (attention and behavioral control) show stronger associations with school adaptation than overall ADHD symptoms. The study contributes to clarifying the role of proximal functional variables and suggests directions for supporting students in inclusive primary school contexts.