الفهرس 
الفصل الاول مدخل إلي الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Attention-deficit/hyperactivity disorder (ADHD) occurs in approximately 3–7% of the childhood population and boys are overrepresented 3:1. Moreover, it is frequently co-morbid with dyslexia and other conduct disorders. The disorder persists into adolescence in 50–80% of cases clinically diagnosed in childhood and into adulthood in 30– 50% or more of these same cases (Barkley, 1997). While not every person who has poor self regulation also has ADHD, poor self-regulation has commonly been said to be a core deficit in ADHD (Barkley et al., 1990; Harris et al., 2004). Additionally, many ADHD researchers conceptualize self-regulation as having sub domains such as cognitive control, emotional control, behavioral control, and have focused on deficits in executive functioning which encompasses attention, inhibitory control, and working memory skills (Harris et al, 2004).Self-regulation involves the organization of thought necessary to plan, problem solve, and monitor the effectiveness of these strategies (Blair, 2002). If a child is not able to pay attention to a particular task, this can negatively influence his or her ability to pay attention to their teacher(s) in school. Moreover, if students do not have strong self-regulation skills, this can negatively impact their academic achievement, so training ADHD students on using self-regulation strategies may improve their ability to pay attention and reduce their hyperactivity.
The Problem of the study:-
The Problem of the study is identified in recognizing the effect of a suggested program based on self-regulation strategies on the symptoms of ADHD, so it tries to answer the following questions :-
• Are there statistically significant differences between the average scores of the experimental group pupils in the pre-measuring and the post- measuring of self-regulation strategies?
• Are there statistically significant differences between the average scores of the experimental and the control group pupils in the post- measuring of self-regulation strategies?
• Are there statistically significant differences between the average scores of the experimental group pupils in the pre-measuring and the post- measuring of ADHD as the teacher estimated it.?
• Are there statistically significant differences between the average scores of the experimental group pupils in the pre-measuring and the post- measuring of ADHD as parents estimated it.?
• Are there statistically significant differences between the average scores of the experimental group pupils in the pre-measuring and the post- measuring of ADHD as the child estimated it.?
• Are there statistically significant differences between the average scores of the experimental and the control group pupils in the post- measuring of ADHD as parents estimated it.
• Are there statistically significant differences between the average scores of the experimental and the control group pupils in the post- measuring of ADHD as the child estimated it.?
• Are there statistically significant differences between the average scores of the experimental and the control group pupils in the post- measuring of ADHD as the teacher estimated it.?
The Study Objective: -
The principal aim of this study is to examine the effect of training ADHD students on using self-regulation strategies to reduce the degree of the symptoms of ADHD.
Method of the study:-
This study is based on the experimental method to display the effect of the independent variable (the program based on self-regulation strategies) in ADHD students to reduce the degree of the symptoms of ADHD.
The Sample of the study:-
Altogether 385 children from two different primary schools in Beni-Sueif/Egypt participated in the Study, of whom 40 children were diagnosed with ADHD There were no significant differences between children with ADHD concerning their grades in school and their socioeconomic status.
The importance of the study:-
The importance of the study is taken from the following points;-
1. The large number of ADHD among school children 3%-10% .
2. The importance of the childhood stage among developmental stages of the human beings.
3. The number of the studies that examines the effect of training ADHD students on self-regulation strategies to reduce the degree of the symptoms of ADHD is too few in the Arab world.
4. The importance of supplying teachers with better ways to deal with ADHD children to whom they look as just naughty children who are neglected.
Tools of the study:-
1. ADHD teacher rating scale
Prepared by the researcher
2. ADHD parents rating scale
Prepared by the researcher
3. ADHD child rating scale.
Prepared by the researcher
4. Self-regulation strategies rating scale.
Prepared by the researcher
5. A suggested program based on self-regulation strategies to reduce the symptoms of ADHD
Prepared by the researcher
The procedure of the study:-
1. Setting theoretical study including the literature that tackles ADHD and self-regulation.
2. Studying methods of setting the needed tools for the study
3. Setting the tools of the study.
4. Choosing the sample of the study.
5. Applying the pre- measuring of self-regulation strategies and ADHD.
6. Applying the suggested program.
7. Applying the post- measuring of self-regulation strategies and ADHD.
8. Statistical analysis of the results .
Results of the study:-
1. There are statistically significant differences between the average scores of the experimental group pupils in the pre-measuring and the post- measuring of self-regulation strategies
2. There are statistically significant differences between the average scores of the experimental and the control group pupils in the post- measuring of self-regulation strategies
3. There are statistically significant differences between the average scores of the experimental group pupils in the pre-measuring and the post- measuring of ADHD as the teacher estimated it.
4. There are statistically significant differences between the average scores of the experimental group pupils in the pre-measuring and the post- measuring of ADHD as parents estimated it.
5. There are statistically significant differences between the average scores of the experimental group pupils in the pre-measuring and the post- measuring of ADHD as the child estimated it.
6. There are statistically significant differences between the average scores of the experimental and the control group pupils in the post- measuring of ADHD as as parents estimated it.
7. There are statistically significant differences between the average scores of the experimental and the control group pupils in the post- measuring of ADHD as the child estimated it.
8. There are statistically significant differences between the average scores of the experimental and the control group pupils in the post- measuring of ADHD as the teacher estimated it.