温哥华论文代写:课程和学习方式的反应

Keywords:温哥华论文代写:课程和学习方式的反应

这种破坏性行为表现在天才儿童和多动症儿童身上。对于有天赋的孩子来说，破坏性行为与无聊有关，是对不具挑战性的活动、课程和学习方式的反应。多动症儿童的破坏性行为是“任何或所有ADHD核心症状的结果:注意力不集中、冲动和多动症”。多动症儿童很容易被外界环境和/或刺激，甚至是自己的想法分心。多动症学生的组织能力较弱，这使得他们在工作中面临挑战。过于严格的环境也会导致课堂混乱。“在天才儿童和多动症儿童中，冲动、注意力不集中和多动症的挫折感会导致对立行为的产生。”当考虑到社会/情感发展方面时，天才儿童和多动症儿童也有相似之处。这个有天赋的学生可能会与成年人相处得很成熟，但却不太能与同龄人交往，不能读懂社交暗示，因为他的行为不符合他的同龄人的社会规范。天才儿童的智力和/或创造能力比情感水平更先进，与自我意识(与其他学生不同)，这可能导致社会孤立。ADHD儿童表现出不成熟，没有发现社会线索，导致同伴拒绝。这两种行为都可能导致情绪爆发和不当行为。Clark引用Mendaglio的话说:“当两个孩子结合在一起的时候，就会有一种更强烈的疏远感、敏感性和过度反应感。
温哥华论文代写:课程和学习方式的反应
The disruptive behavior is presented in both gifted and ADHD children. For the gifted child, disruptive behavior is associated with boredom in response to unchallenging activities, curriculum, and learning style . Disruptive behavior in the ADHD child is the "result of any or all of the ADHD core symptoms: inattention, impulsivity, and hyperactivity". The ADHD child can easily become distracted by outside environment and/or stimuli, or even by own thoughts. ADHD students have weak organizational skills which makes staying on task a challenge. Too strict of an environment can lead to a disruption in the classroom as well. "In the gifted/ADHD child the frustrations of impulsivity, inattention, and hyperactivity, combined with under stimulation can lead to oppositional behaviors" .When the social/emotional development aspects are considered, there are similarities for both gifted and ADHD children as well. The gifted student might interact maturely with adults but be less competent with his peers, unable to read the social cues that tell him his behavior is not within social norms for children his age. The gifted child's intellectual and/or creative ability is more advanced than the emotional level, along with the sense of self (being different than other students), which can cause social isolation. The ADHD child shows immaturity and does not pick up on social clues, leading to rejection from peers. Both of these can cause emotional outbursts and inappropriate behaviors. Clark references Mendaglio when stating that "when the two of these are combined in one child, there is a heightened sense of of alienation, sensitivity, and overreaction