Browsing by Author "Hakami, Mona Hassan M"

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Design Of Positive Behaviour Support Module To Reduce Behavioural Problems Among Children With Adhd In Saudi Arabia
(Saudi Digital Library, 2023-10-16) Hakami, Mona Hassan M; CHE AHMAD, AZNAN
Children with Attention Deficit Hyperactivity Disorder (ADHD) and their associated issues have become a hot topic among educators and specialists. Challenging behaviours is one of the most closely connected difficulties among them. This study aims to present an evidence-based curriculum to help ADHD students in Saudi to deal with this difficulty. The suggested module is based on positive behaviour support strategies, which have been found to significantly improve children's behaviour. The researcher focused on the acceptance and potential effectiveness of proposed module based on teachers and heads of school perspective. This dissertation follows the design and development research (DDR), with in-depth analysis which involves three phases. The results indicate that there is a need of the proposed module as there is no such program in schools and the knowledge of teachers are rarely sufficient in Positive Behaviour Support (PBS). In Phase I, 30 respondents responded to the questionnaire which indicated that there is a need to have the module. 60% of respondents say they need more training in evidence-based tactics such as PBS. In phase II, ten experts had evaluated the module. Using Fuzzy Delphi, results showed a threshold score of less than 0.2 which mean that the experts agreed with the Positive Behaviour Support Module. In Phase III, the result shows that the instructors and school heads accepted the proposed module. In this phase, 35 teachers and 5 principals responded to the online questionnaire. The result shows that there is a high degree of acceptant to content quality, potential effectiveness as well as overall satisfaction based on positive support strategies to reduce some behaviour problems on Children with ADHD. The results supported that all three tiers in the PBS could be effectively implemented where applicable. The current study revealed that paying close attention to the methods for dealing with behavioural difficulties had a positive impact on how the pupils adopted them. Given that PBS is a suitable module that should be enhanced, everyone involved in the field of behavioural issue management, including researchers and teachers, should explore methods to implement the module by emphasizing teaching children "how" as well as "what." Future research therefore must concentrate on how to implement a process-oriented approach to PBS modules.
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