Kĩ năng nhận diện học sinh tiểu học rối loạn tăng động giảm chú ý của sinh viên ngành Giáo dục tiểu học Trường Đại học Hùng Vương

Tóm tắt

Early identification of ADHD in elementary school students is crucial for supporting their learning and development. This is a necessary and important skill for elementary school teachers, but training for teacher students and research on this topic are still very limited. To assess the skill level of primary education students at Hung Vuong University to identify primary school students with attention deficit hyperactivity disorder (ADHD), the authors used several research methods: document research; survey questionnaire; multiple-choice objective test; and in-depth interviews. Analysis of the results showed that the teacher students’ identification skills were only at the average level. The average skill scores differed between first-year and second-year students; third-year and fourth-year students (with third-year and fourth-year students having higher scores than first-year and second-year students). Based on these results, the paper proposes several measures to develop this skill for primary education students. The research results contribute to the scientific basis for the skill of identifying students with ADHD symptoms among primary education students, while also providing practical information to help teacher training institutions adjust their training program accordingly.