1

Child-rearing Practices of Mothers with Children with Attention-Deficit/Hyperactivity Disorder

Maria Lourdes M. Quijano

Submitted in Partial Fulfillment for the Requirements for the Degree of Master of Education S!ecial Education"

#ollege of Education $ni%ersit& of the Phili!!ines Diliman' Que(on #it&

)ctober *+1*

* ABSTRACT Mothers are the !rimar& caregi%ers of the children. ,he& are the ones -ho ta.e care not onl& of the !h&sical needs of the children but gi%ing them su!!ort emotionall& and ta.ing time to hel! them stud&. For some mothers' ha%ing a child -ith s!ecial needs is a tougher job. /n order to find out ho- mothers bring u! their children diagnosed -ith 0ttention1Deficit2 3&!eracti%it& Disorder' the stud& e4amined their child1rearing !ractices and the moti%ational strategies mothers use in de%elo!ing stud& habits on the children. #hildren aged 5.+ 6 1+.+ &ears old are considered school1aged children and are su!!ose to start stud&ing inde!endentl&. ,he stud& loo.ed into ho- mothers moti%ate their child diagnosed -ith 0D23D aged 5.+11+.+ &ears old to stud&. /t also loo.ed into ho- the children -ith 0D23D react to gi%en home-or.s and rules at home. 7ased on these reactions' the stud& also aimed to see ho- mothers react to the beha%iors of the children' thus describing ho- the& manage the beha%ior of their children. ,hirt& mothers -ere the !artici!ants of the stud&. )ut of the thirt&' se%enteen -ere inter%ie-ed -hile thirteen -ere requested to ans-er the questionnaire due to confidentiall& and lac. of a%ailable time. 7ased on the inter%ie-s and questionnaires' the mother8s age and marital status are not factors in their child1rearing !ractices. Mothers share different acti%ities -ith their child diagnosed -ith 0ttention1 Deficit23&!eracti%it& Disorder. ,he child1rearing !ractices of mothers are based on ho- the& !ercei%e their child and based on the beha%ior that the child -ith 0D23D manifests. Mothers react negati%el& -ith undesirable beha%iors and react !ositi%el& -ith desirable beha%iors. ,he re-ard s&stem -or.s in ma.ing the child diagnosed -ith 0D23D follo- the rules at home &et' shouting and re!rimanding does not. /n conclusion' the child1rearing !ractices of mothers -ith children -ith 0D23D %ar& based on their interaction -ith their child.

9 CHAPT R ! !"TR#D$CT!#"

7ac.ground of the Stud& #hildren often gi%e ambiguous ans-ers -hen the& are as.ed a s!ecific question. Parents often times get u!set -hen their children do not res!ond directl& to -hat the& are as.ing. ,hese are times that lead to !arents8 disa!!ointment and children8s misbeha%iors. Parents should be creati%e in dealing -ith their children because children are different from one another Medina' *++1: 7er.' *+1*". ,here are times children res!ond more if the& are treated -ith a little form of e4citement and affection 3eale& et.al.' *+11".

0s man& !eo!le sa&' being a !arent is a tough job. ;o-ada&s' !arents are ha%ing difficult& raising their children and controlling their beha%iors Medina' *++1". 7eing a !arent of a child -ith 0ttention1Deficit23&!eracti%it& Disorder 0D23D" is a tougher job. /n an article -ritten b& Schol(man and Schol(man *+++"' it has been said that there has been an enormous increase in the diagnosis and treatment of 0D23D among school1aged children. 0ttention1 Deficit23&!eracti%it& Disorder 0D23D" is a common and oftentimes debilitating life1long !s&chiatric disorder associated -ith high le%els of acti%it&' im!ulsi%it& and difficulties -ith sustained mental effort. 0ccording to the DSM1/<1,R' a diagnosis of 0D23D requires s&m!toms to= 1" be !resent before > &ears of age: *" occur across t-o or more setting: and 9" cause significant im!airment in the indi%idual8s functioning 0merican Ps&chiatric 0ssociation' *+++". ,his disorder is characteri(ed b& !roblems in three domains namel& inattention'

h&!eracti%it& and im!ulsi%it& that at times interferes -ith the children8s relationshi! -ith their

? !arents' siblings and !eo!le around them.

Parents ha%e different -a&s in bringing u! their children -ith 0ttention1Deficit2 3&!eracti%it& Disorder. ,he& use different strategies -ith different beha%iors of their children 3ughes and #oo!er' *++>". Parents' at times' face the inattention' h&!eracti%it& and im!ulsi%it& of their children differentl& -hile some do the same thing in dealing -ith their children8s beha%ior. Some !arents de!end on boo.s or articles on maga(ines for !ractices that ma& -or. out. )ther !arents rel& on the internet to hel! them deal -ith beha%ioral !roblems of their children. Parents also see. the hel! from !rofessionals li.e doctors or teachers. ,he& also loo. for su!!ort grou!s in order to e4change their e4!eriences and challenges in the ho!e that the& can learn from each other.

0s Medina *++1" mentioned in her boo.' The Filipino Famil&' !arents are morall& and legall& bound to ta.e care of their children. ,he& are committed to child1rearing not onl& because of lo%e and care for their children but also because of communit& e4!ectation and legal basis. Medina *++1" also said that e%en if both !arents !la& an acti%e role in rearing their children' the mother ta.es on the major res!onsibilit& of child care and disci!line because it is the mother -ho s!ends most of her time -ith the children. 0dding to this' 7igner *++*"' in his boo. ParentChild Relations, said that mothers usuall& s!end more time -ith their children than the fathers in !ro%iding care and mothers !ercei%ed themsel%es as ha%ing more burden in care1gi%ing.

7ased from the e4!erience of the researcher being a teacher' the mothers are the ones -ho usuall& attend Parent1,eacher #onferences and the e%ents in school. @hen there is a

A concern about the beha%ior of the child in school' it is the mother -ho is the one the teacher tal.s to. /t has been obser%ed that usuall& the mother is the one -ho accom!anies her child to ha%e chec.1u!s' attend e4tra1curricular acti%ities or attend !la&grou!s.

/n this stud&' the researcher e4amined the child1rearing !ractices of mothers of children -ith 0D23D. Mothers are the !rimar& caregi%ers of the children. Maternit& is al-a&s certain Sta. Maria' *++B". ,he& are the ones -ho .no- their children inside and out because the& s!end most of their time ta.ing care of the needs of their children !h&sicall&' cogniti%el& and socio1emotionall&. 0ccording to the stud& of Coto' et. al. *++>"' 0sian cultures e4!ect that mothers !la& the major role in child1rearing.

E4amining the child1rearing !ractices of mothers -ith children -ith 0D23D -ould determine their -a&s of co!ing -ith the beha%iors of inattention' h&!eracti%it& and im!ulsi%it& of the children. ,he researcher also loo.ed at the routines of the child diagnosed -ith 0D23D -ithin the da&. ,he researcher inter%ie-ed mothers to in%estigate into the strategies that -or. and do not -or. in dealing -ith their child diagnosed -ith 0D23D es!eciall& -hen the& are stud&ing. ,he stud& intended to see. if the mother8s age and status are determinants in their different child1rearing !ractices.

,his stud& sought to hel! families' es!eciall& mothers -ho ha%e children -ith 0D23D. ,he child1rearing !ractices of mothers are crucial in the de%elo!ment of the children for these !ractices can ma.e or brea. ho- children -ill ada!t to their future endea%ors.

Statement of the Problem ,he stud& aimed to e4amine the child1rearing !ractices of mothers of children -ith 0ttention1Deficit23&!eracti%it& Disorder aged 511+ &ears old. /t s!ecificall& attem!ted to ans-er the follo-ing questions= 1. @hat are the child1rearing !ractices of mothers of children -ith 0ttention1 Deficit23&!eracti%it& Disorder in terms of the follo-ing= a. moti%ation strategies -hen de%elo!ing stud& habitsE b. su!er%ision -hen the child is stud&ingE c. structuring the home en%ironment in relation to the de%elo!ment of the child8s stud& habitsE *. 3o- do child1rearing !ractices of mothers differ based on their age and marital statusE

Significance of the Stud& Mothers ta.e the res!onsibilit& of ta.ing care of their children. Mothers s!end more time -ith their children than an& other famil& member does Medina' *++1". ,his stud& e4!lored -hat mothers do in order to co!e u! -ith their child diagnosed -ith 0ttention1Deficit2 3&!eracti%it& Disorder and their child1rearing !ractices s!ecificall& on the stud& habits of their children. E4amining the child1rearing !ractices of mothers -ith children -ith 0D23D -ould aid other mothers ho- to deal -ith their children -ith 0D23D -ith similar beha%iors. Furthermore' this ma& also assist mothers -ho ha%e difficult& in raising children -ith 0D23D. ,he results of this stud& ho!es to ins!ire mothers and !arents of children -ith 0D23D on ho- to effecti%el& deal

> -ith such situation.

,he results of the stud& -ould inform !arents' teachers and caregi%ers the child1rearing !ractices of mothers and effecti%e -a&s in interacting -ith children -ith 0D23D. ,eachers and thera!ists could use the child1rearing !ractices used b& mothers in managing the beha%ior of the children -ith 0D23D in school or in the #enter. Moreo%er' the effecti%e child1rearing !ractices ma& guide their !ractice and !rograms and lead to better management of the children8s beha%iors./f the children are mainstreamed or are !art of an inclusion !rogram in school' the teachers could !ro%ide -a&s on ho- to let the other children in class interact -ith the children -ith 0D23D and ma.e the classroom setting more a!!ro!riatel& oriented to meet the needs of the child -ith 0D23D.

Professionals from the #enters -here the children ha%e their thera!ies could also collaborate -ith the mothers regarding their child1rearing !ractices -hich the& could also use in dealing -ith the children -ith 0D23D. ,his -ould hel! them set realistic goals for the children -ith 0D23D and in return suggest other -a&s in dealing -ith the children at home.

Famil& members -ho interact -ith the children -ith 0D23D can also gain -a&s on hoto go about the child8s beha%ior. ,he& can be gi%en ti!s on ho- to relate to the children diagnosed -ith 0D23D effecti%el&. Sco!e and Delimitation ,he stud& e4amined the child1rearing !ractices of Fili!ino mothers through the acti%ities the& share at home -ith their children aged 5.+ to 1+.+ &ears old diagnosed -ith 0ttention1

5 Deficit23&!eracti%it& Disorder. ,he& e4amined the moti%ational strategies that mothers use -hen their children diagnosed -ith 0D23D learn and stud& and ho- the& addressed their child8s reaction -ith the rules at home.

,he re%ised /nformation Sheet and Cuided Questionnaire -ere !re1tested to three 9" mothers in order to find out ho- long -ill each inter%ie- ta.e and if the questions -ere clear for the mothers to ans-er. 7ased on the !re1testing' the inter%ie- too. fifteen minutes and there -ere no !roblems encountered during the inter%ie-. ,he questions -ere clear enough for the mothers to res!ond to.

,he researcher distributed letters through email and !ersonall& to schools' #enters and organi(ations in Que(on #it& and Manila that cater to children -ith s!ecial needs s!ecificall& those -ith 0D23D. )nce the heads' !rinci!als and directors of the said !laces agreed and identified the !robable res!ondents' letters to the mothers -ere coursed through them. ,he /nformation Sheet -as also included -ith the letter of consent gi%en to the mothers -here the& indicated the a%ailable da& and time for their inter%ie-.

)riginall&' the researcher intended to inter%ie- thirt& 9+" mothers -ho -ould be -illing to !artici!ate. 7ut u!on communicating to some school heads' the& -ere reluctant to ha%e the mothers inter%ie-ed on the basis of confidentialit&. )n the other hand' the school heads suggested that the& be the ones to distribute the guided questionnaire for the mothers to ans-er. )ut of the eight 5" centers that -ere gi%en a letter' onl& 1" center re!lied and agreed to !artici!ate. )ut of the eight 5" schools that -ere gi%en a letter' fi%e A" schools agreed to

B !artici!ate. ,he researcher also in%ol%ed !artici!ants from the 0D23D 0ssociation of the Phili!!ines' a !arent1based organi(ation -here su!!ort grou! for !ersons -ith 0D23D are accessible to ensure the full attainment of their Cod1gi%en !otentials. ,he grou! -as organi(ed for the !ur!ose of !ro%iding su!!ort to the indi%iduals -ith 0D23D' their families and !rofessionals -ho -or. -ith them' through famil& em!o-erment' ad%ocac& and net-or.ing -ith sta.eholders htt!=22---.adhdsociet&.org".

0mong the thirt& 9+" res!ondents' se%enteen 1>" -ere inter%ie-ed b& the researcher -hile thirteen 19" mothers ans-ered the questionnaire and returned them either through the !rinci!al of the school or through the child8s teacher.

,he stud& -as qualitati%e in nature as it e4amined and loo.ed into the child1rearing !ractices of mothers. /t considered the age and marital status of the mothers as factors in their different child1rearing !ractices.

1+

CHAPT R !! R %! & #' R (AT D (!T RAT$R A"D 'RAM &#R) #' TH ST$D* /n this cha!ter' !ast studies and related articles regarding 0ttention Deficit 3&!eracti%it& Disorder 0D3D" and ho- mothers relate -ith their children diagnosed -ith this disorder -ill be re%ie-ed. Related literature -ould ser%e as a foundation for stud&ing the child1rearing !ractices of mothers of children -ith 0D3D. ,his section is di%ided into three 9" major !arts. ,he first section discussed the related literature on 0D3D' child1rearing !ractices' and stud& habits. ,he second section e4!lained the #once!tual Frame-or. of this research. Lastl&' the terms used in this stud& -ere defined in the final section of this cha!ter.

ADHD Defined A. Clinical Definition of ADHD 0ttention1Deficit23&!eracti%it& Disorder 0D23D" is a neuro!s&chiatric disorder that starts in childhood Fuddas et.al.' *+++". /t -as further defined as= 0ttention1deficit2h&!eracti%it& disorder 0D3D" is a common and oftentimes debilitating life1long !s&chiatric disorder associated -ith high le%els of acti%it&' im!ulsi%it&' and difficulties -ith sustained mental effort. 0ccording to the DSM1 /<' a diagnosis of 0D3D requires s&m!toms to= 1" be !resent before > &ears of age: *" occur across t-o or more settings: and 9" cause significant im!airment in the indi%idual8s functioning as cited b& 3eale& et.al.' *+1+ from 0merican Ps&chiatric 0ssociation' *+++" ,he 0merican Ps&chiatric 0ssociation8s Diagnostic and Statistical Manual of Mental Disorders /< te4t re%ision DSM1/<1,R" in its &ear *+++ re!ort a!!ro4imates that 9G1>G of children in the $nited States of 0merica suffer from 0D23D. 7ar.le& 1BB+" as mentioned b& Lim and Quah *++?"' said the !re%alence of 0D23D is diagnosed a!!ro4imatel& three times

11 more often in bo&s than girls. H3o-e%er' man& girls -ith 0D3D seem to be o%erloo.ed either because their s&m!toms are less flagrant or because of a gender bias. 0 difficult' disru!ti%e bo& is more li.el& to be referred for treatment.I 7er.' *+1*".0ccording to 7ar.le& 1BB5" as cited b& 0njum and Mali. *+1+"' 0D23D is considered as the most common !s&chological disorder diagnosed in children. 7ar.le& added that there is a !re%alence of 1+1*+G in children -ith 0D3D -ho attend school based on @estern researches.

B. Possible Causes of ADHD 0s stated b& Fentall *++D"' the cause of 0ttention1Deficit23&!eracti%it& Disorder ma& be unique for each child. ,here are a number of factors that cause 0D23D. Cenetic Factors is one of the identified causes of this condition. H0D3D runs in families and is highl& heritable'I according to 7er. *+1*". 7iederman' Faraone' Jeenan' Jnee and ,suang 1BB1" said that

*5.DG of biological !arents of children -ith h&!eracti%it& ha%e sho-n a histor& of h&!eracti%it& as -ell Fentall' *++D".

0nother .no-n cause is the e4ogenous or e4ternal factors' -hich according to Pennington 1BB1" as mentioned in Fentall *++D" include maternal smo.ing' com!lications during birth and !regnanc&' high le%els of lead ingestion re!orted another *+G to 9+G that causes 0D23D. /n addition to this' for maternal smo.ing alone' **G of mothers of children -ith 0D23D smo.ed a !ac. of cigarettes a da& for the duration of three 9" months com!aring to onl& 5G of mothers of non10D23D children Fentall' *++D".

,hird is the structural factor -herein there ha%e been e%idences that the differences in

1* si(e and structure of the brain can cause 0D23D. 7er. *+1*" cited a stud& b& Mac.ie et.al. *++> and ;arr et.al' *++B' Sha- et.al.' *++>= H#hildren -ith 0D3D sho- abnormal brain functioning' including reduced electrical and blood1flo- acti%it& in the !refrontal corte4 and in other areas in%ol%ed in attention' inhibition of beha%ior' and other as!ects of motor control. 0lso' the brains of children -ith 0D3D gro- more slo-l& and are about 9 !ercent smaller in o%erall %olume' -ith thinner cerebral corte4' than the brains of unaffected agemates.I Fourth is the maturational factor' in -hich loo.ing at the de%elo!mental !ers!ecti%e' it can be assumed that children -ith 0D23D can outgro- their condition.3o-e%er' a stud& b& #alla-a&' 3allida&K ;a&lor 1B59" as cited in Fentall *++D" did not su!!ort maturational differences bet-een students -ith and -ithout 0D23D. 7ut a stud& b& Moon et.al. *++1" suggested that children -ith 0D23D are de%elo!mentall& immature. ,he stud& obser%ed that the beha%ioral and emotional res!onses of students -ith 0D23D are com!arable to the res!onses of &ounger children not &et in school.

Fentall *++D" also listed the nutritional determinants' in -hich the content of the food ta.en in b& the child'ma& be !ossible causes of 0D23D Fentall' *++D". Results from the stud& suggested that a subgrou! of children 9 to AG" -ith h&!eracti%it& -ho -ere sensiti%e to food d&es -ere obser%ed b& !arents to ha%e a decrease in beha%orial difficulties after remo%ing artificial food colors from their diet. 0nother stud& on food additi%es and sugar e4hibited a slight decline in the acti%it& of the children Leibo-it(' 1BB1 as cited in Fentall' *++D".

,he studies mentioned su!!ort the inter!la& among genetics' brain and !s&chosocial factors' and en%ironmental influences that affect the beha%ior of the 0D23D child 3ughes and

19 #oo!er' *++>".

0ccording to a stud& done b& 7ar.e&' et.al 1BB*" as cited in 0njum and Mali. *+1+"' se%eral factors that could intensif& the condition of the 0D23D are= Hunstable famil& tem!eraments' !oorer le%els of child intellectual functioning' !arent8s mental health issues !articularl& de!ression and 0D23D and intimidating !arent1child relationshi!s could !redict ad%erse !s&chosocial aftermaths for children -ith 0D23D' later in adolescence and adulthoodLI !.*".

Manifestations of ADHD A. Description of Difficulties of Children with ADHD

#hildren -ith s&m!toms of 0ttention Deficit 3&!eracti%it& Disorder sho-ed difficulties in attention and beha%ior in the classroom and other settings. ,hese include beha%ioral !atterns that distract them and the !eo!le around them: !roblem in sustaining attention on gi%en tas.s and acti%ities: struggle in starting and finishing tas.s and acti%ities: seem to be inattenti%e to %erbal instructions: are disorgani(ed and forgetful: and seem ju%enile in doing acti%ities 3ughes and #oo!er' *++>". 0njum and Mali. *+1+" stated that' Hchildren -ith 0D23D e4!erience !oor attention s!an' h&!eracti%it& and im!ulsi%iti& or both at ina!!ro!riate age le%els 0P0' *+++". 0njum and Mali. added that this affects a child8s academic !erformance' relationshi! -ith !eers and relationshi! -ith the !arent. 0ccording to the current diagnostic criteria 0P0' *+++"' three t&!es of 0D23D are seen in children. ,hese are the inattenti%e t&!e' the im!ulsi%e2h&!eracti%e t&!e and the combined

1? im!ulsi%e1h&!eracti%e2im!ulsi%e t&!e./nattention is a mar.er of man& disabilities' ho-e%er an anal&sis of s!ecific tas.s and conditions that occasion inattention Fentall' *++D" can !ro%ide a basis for differential diagnosis. /m!ulsi%e chec.list is also !ro%ided in the DSM1/<1,R.

/ndi%iduals -ith im!ulse !roblems found it difficult to control a beha%ioral res!onse to a gi%en stimulus. 3&!eracti%it& can be defined as Hcommonl& occurring' minor motor acti%ities that are !erformed at abnormall& high intensit& and high frequenc& le%elsI !.?' 3ughes and #oo!er' *++>". #ommon obser%ations in children included hand1 and foot1ta!!ing: fidgeting' tal.ing' climbing and -al.ing around. ,hese actions -ere often construed as signals of a child Moreo%er' the children sho-ed little indications of

disregarding or ignoring instructions.

im!ro%ement or tr&ing to correct themsel%es des!ite being reminded often b& !arents and teachers 3ughes and #oo!er' *++>".

B. Children s, Parents and Teachers Perspecti!es on AD"HD

#ase studies on children -ith 0ttention1Deficit23&!eracti%it& Disorder mentioned in the boo. of 3ughes and #oo!er *++>" highlighted ho- the children beha%ed at home and in school. ,here is a need to hear the %ie-!oint of the children and this should be understood b& the !arents and the teachers. 0cti%e communication among the .e& !artici!ants could achie%e effecti%e inter%ention in the home and school. /n his Ph.D. dissertation' 3ughes *++?"' as cited b& 3ughes and #oo!er *++>"' e4amined the effect of the adults8 engagement in influencing the beliefs of the children as to the nature of the 0D3D. Parents and teachers also affect the children indirectl& through the adults8 o!inions and attitudes that could lead to uncertaint& and an4iet& 3ughes and #oo!er' *++>".

1A

Se%eral case studies ha%e sho-n that a child8s beha%ior is subject to range of different inter!retations. ,hese are the inter!retations of the child himself2herself' the !arents and the teachers or caregi%ers. 3ughes and #oo!er *++>" conducted a stud& on 0bu' a student -ith 0D23D. 3is mother belie%ed that !eo!le misunderstood her son' and the !eo!le8s negati%e attitude to-ards the child often lead to 0bu becoming frustrated and aggressi%e. ,he mother connected the misunderstanding from the home because she and her husband -ere not aligned on ho- the& see 0bu8s difficult beha%ior. )n the other hand' 0bu8s teacher suggested that a lot of 0bu8s beha%ioral !roblems could be traced to his home en%ironment and that his beha%ior at home -as tolerated. ,eacher= HMou .no-' it -as %er& much Nas if 0bu sa&sO' H/ ha%e moods' and tough= &ou8%e NgotO to !ut u! -ith meP / belie%e there is some element of reinforcement from home' that such things are acce!ted. )b%iousl& at school &ou tr& and encourage the children to become !art of the HnormI s&stem' and to !roduce beha%ior -hich is acce!table' rather than acce!ting unacce!table beha%ior. 0bu .no-s e4actl& -hat he is doing= he -ants attentionI !. 15' 3ughes and #oo!er' *++>". ,he teacher attributed 0bu8s beha%ior due to his Hattention1see.ingI tendencies and led to the teacher not allo-ing 0bu8s beha%ior in the classroom. @orse' to discourage 0bu' the teacher ignored him. 0bu' on the other hand' belie%ed that he had difficult& in self1control of his actions and that -as the reason for his %iolence. 3e relied on medications to hel! him control his tem!er. 0bu = H/ ta.e m& medication so / don8t get %er& h&!er. So / don8t get to hit an&one in the class because if / do / get in bother. Medication ma.es it go a-a&' because it8s me tem!er 6 it just comes u!. Don8t .no- -h& 6 Nma&be it is affected b&O s-eeties and that.I !.1B". ,he !arents and the teacher of 0bu did not belie%e that medication had an effect in reducing his e!isodes. ,he differences in !ers!ecti%es of the different !la&ers left 0bu in the

1D recei%ing end of unreliable attem!ts to manage his beha%ior. ,his case identified that the inconsistencies -ithin the home' bet-een the !arents and the teacher aggra%ates the child8s difficulties' lea%ing 0bu in belie%ing that his onl& effecti%e su!!ort is medication.

0 recent re%ie- indicated in the stud& of Polanc(&.' et.al *++>" as mentioned in Soma' et' al. *++5"' the estimated -orld-ide !re%alence of 0D23D s&m!toms is A.9G' -ith >G for children and ?G for 0sians. ,he re%ie- also found that studies rel&ing on e%aluation of s&m!toms b& !arents had higher !re%alence rate. /n the same stud& of Soma' et' al. *++5"' the o%erall !re%alence of 0D23D s&m!toms from the teacher e%aluations -as ?.9G. /t -as also mentioned in the stud& that in general' 0D23D s&m!toms generall& become noticeable during the !rimar& le%els. /n the Phili!!ines' there is no a%ailable figure on the !re%alence of 0D23D in the countr&.

St+dy Ha,its of Children with ADHD A. #tud$ Habits of Children in their %iddle Childhood &ears

Middle childhood is the time -hen a child is from D to 11 &ears old. #hildren of this age are gi%en ne- res!onsibilities. ,hese &ears are also called the Hschool &earsI because it signals the start of formal schooling 7er.' *+1*". Qean Piaget described the intellectual de%elo!ment of

middle childhood as the concrete o!erational stage. School1age children are better at hierarchal classification' seriation and s!atial reasoning Sla%in' *++A".

1> ,he child has to de%elo! an affecti%e stud& !rogram in order to ha%e master& in the subject matter. ;o one is a good student -ithout good stud& habits. /n a research done b& 0rshad et.al. *+1+"' the stud& habits and stud& attitude of students of !ublic and !ri%ate students -ere com!ared. )ne factor that contributed to the interest and good stud& habits of !ri%ate school students -as the in%ol%ement of the !arents in their children8s education and ho- the& su!!ort the children stud& at home. 0s children -ith 0D23D get older' their academic !roblems !ersist and ma& e%en increase' resulting to more school failure' higher dro!out rates and lo-er occu!ational success as cited on 7ar.le&' *++D at 7aile&' Lorch' MilichK#harnigo' *++B". ,he De!artment for Education and S.ills in its #ode of Practice DfES' *++1" identified the central role of !arents in su!!orting the !rogress of the children in education and the im!ortance of !artnershi! bet-een !arents and !rofessionals. /t also em!hasi(ed ho- essential that both !arent and child be in%ol%ed in decision1ma.ing !rocesses.

B. #tud$ Habits of Children with ADHD

H/n general' 0D3D s&m!toms become noticeable in !rimar& school. 3o-e%er' in half of 0D3D cases' this disorder is onset before the age of four' -hich has led to the h&!othesis that 0D3D is a de%elo!mental disorder. @e therefore surmised that a thorough understanding of e!idemiologic features of 0D3D s&m!toms in !reschool children is im!ortant to !re%ent and manage this disorder.I Soma et.al.' *++B" HIResearch confirms that children -ith 0D3D do !oorl& on tas.s requiring sustained attention: find it hard to ignore irrele%ant information: ha%e difficult& -ith memor&' !lanning' reasoning' and !roblem sol%ing in academic and social situations: and often fail to manage

15 frustration and intense emotionI as cited in 7er.' *+1* from 7ar.le&' *++9' *++D".

#hildren -ith 0D23D demonstrated e%ident difficulties in maintaining attention -hen in%ol%ed in educational res!onsibilities and similar acti%ities. Douglas 1B59" as cited in 3ughes and #oo!er *++D"' obser%ed that children -ith 0D23D -ere more li.el& to ha%e difficult& starting a ne- tas.' be easil& distracted from most tas.s once the& ha%e started' and ha%e a struggle returning to a tas. once sidetrac.ed from it.

Fentall *++D" mentioned that tas. a%oidance in children -ith 0D23D occurred !rimaril& -hen the children are gi%en -ith a tas. that is -ithin the student8s area or s!ecific learning disabilit& e.g. mathematical calculations' reading' -riting tas.s". ,as. a%oidance has also been recorded -hen children -ere !resented -ith hearing in!ut' such as Hlistening tas.s' grou! discussion' and social interactions.I #hildren tend to a%oid tas.s more because of fear of failing than a lac. of moti%ation. Parents and teachers should be a-are of this fear of failing to !ro%ide the child -ith greater su!!ort on chores and duties that are difficult for the child. 3ughes and #oo!er' *++>".

/n a stud& done b& Rogers *++5"' re%ealed that !arents of children diagnosed -ith 0D23D e4hibited lo-er self1efficac&' energ& and in%ol%ement in their child8s academics as -ell as felt not -elcomed and su!!orted b& their child8s teachers and school. ,his stud& noted that factors such as stress in !arenting and a controlled !arenting in%ol%ement -ere associated -ith a child8s lo-er academic !erformance. ,his lac. of in%ol%ement -as em!hasi(ed due to the lac. of resources a%ailable for an effecti%e in%ol%ement for !arents.

1B

C. Difficulties of Children with ADHD in #chool Acti!ities

,he case studies done b& 3ughes and #oo!er *++>" on children -ith 0D23D attending mainstream !rimar& schools sho-ed that the children -ith 0D23D tested the school s&stem and stressed the shortcomings that ma& be a!!licable to all students. )ne case dre- attention to the child -ith 0D23D and -as characteri(ed as !roblematic and singled out as requiring s!ecial treatment. ,he s!ecial treatment' li.e gi%ing re-ards' a chec. mar. or a star' to the child -ith 0D23D alone' highlights the child and further alienates him2her from the class. From the educational %ie-!oint' there is a question of !reference to the child -ith 0D23D alone and such strategies should also be em!lo&ed to all students 3ughes and #oo!er' *++>".

0nother difficult& e4!erienced b& students -ith 0D23D is a failure of communication' -herein the teachers should get to .no- the indi%idual characteristics of students for them to !ro!erl& inter!ret the student8s needs. 3ughes and #oo!er *++>" cited the case of 0m&' a student -ith 0D23D in relation to her substitute teacher and her !ermanent teacher in class. 0m&= H@e had a su!!l& teacher and -e -ere doing science. @e -ere -riting these ,hings do-n and she -as telling us to ta.e our time but she -as rushing us. @as sa&ing e%er&thing reall& quic.l&. /8%e ne%er had an&thing finished since beginning of &esterda&.I !. 9>" 0m&8s comments sho-ed that she -as moti%ated adequatel& to com!lete the gi%en -or.' but irritated that she -as unable to do so. /n contrast' 0m& s!o.e of her !ermanent teacher as hel!ful because the !ermanent teacher can manage such situation. 3ughes and #oo!er *++>" suggested that teachers should also communicate their .no-ledge and e4!eriences about the indi%idual differences among students. From 0m&8s e4!erience' the !ermanent teacher could

*+ ha%e briefed the substitute teacher on ho- to effecti%el& su!!ort the child. /n the same -a&' the substitute teacher should inform the !ermanent teacher after the class.

Child-rearing Practices A. 'eneral Description of Child-rearin( Practices

#hild1rearing !ractices li.e an& other beha%ior' generall& follo-s the norms and e4!ectations of the societ& Medina' *++1". Parents are gi%en the tas. to bring u! their children liable to the la-s of the land. ,he& e4!ect their children to follo- the lessons the& teach them at home. Parents ma.e sure that their children are at their best beha%ior during famil& gatherings or -hen the& are in !ublic.

0ccording to 0nasto!oulos' et.al 1BB*" as mentioned in 0njum and Mali. *+1+"' mothers -hose children are diagnosed -ith 0D23D e4!erience greater le%els of stress in their res!onsibilities as !arents. )lson' et.al *+++" as cited in 0njum and Mali. *+1+" !ointed out that the s&m!toms of 0D23D in children contribute to the Hdemanding and difficult !arenting e4!eriences' increasing !ossibilit& of deficits in some of the !arenting %ariables such as in%ol%ement' -armth and secure attachmentI !.*"

,here are se%eral factors that can affect the !arenting beha%iors of a mother -ith a child -ho has 0D23D. 0njum and Mali. *+1+" e4!lained that in a stud& done b& 7els.& 1B5?" that H...characteristics of the indi%idual !arent' the child' en%ironmental situation -ithin -hich the !arent1child relationshi! is rooted' can directl& affect !arenting !ractices and st&lesI !.9". 0njun

*1 and Mali. added that the famil& atmos!here is influenced negati%el& b& the child diagnosed -ith 0D23D and can also im!act the !arent8s mental condition such as a heightened le%el of stress. ,ri!! *++9" as cited in 0njum and Mali. noted that the s&m!toms of de!ression in mothers -ho ha%e children -ith 0D23D -ere connected to the Hlocus of controlI !.9".

Some !eo!le sa& that being a !arent is hard. /f it is hard to be a !arent' it is harder to be a !arent to a child -ith s!ecial needs Smith' *++*". Parents ha%e a difficult& dealing -ith their children -ith s!ecial needs because at times' the& focus more on the condition of the child rather than -or. on the strengths of the child 7igner' *++*". Parents should be .no-ledgeable of the bac.ground and nature of the e4ce!tionalit& of their child. /n this -a&' !arents can understand ho- to deal -ith their child -hen the& sho- certain beha%iors. Similarl&' !arents should see. the hel! of !rofessionals doctors' teachers' thera!ists' etc." in order to manage their child8s beha%ior at home. Parents and the adults should learn ho- to be !roacti%e in dealing -ith the beha%ioral challenges dis!la&ed b& the children -ith 0ttention1 Deficit23&!eracti%it& Disorder 3ughes and #oo!er' *++>". Parents re%eal that ha%ing children -ith s!ecial needs ha%e taught them %alues of !atience' acce!tance' unconditional lo%e and nurturance 7igner' *++*".

0njum and Mali. *+1+" re%ealed in their stud& of children and mothers from Lahore that Hthere is a !ositi%e and strong association bet-een !arental !ractices and stress le%el in mothersLI !.1+". Mothers in the stud& identified the different beha%ioral !roblems e4hibited b& their children and that this brought about maternal stress. ,he identified stress affected the mother8s ca!abilit& to use Ha!!ro!riate and consistent disci!lineI !.1+" and the& -ere more inclined to use Hharsh !arenting !ractices' e4hibiting relati%el& less -armth and in%ol%ement.I

** !.1+". ,he stud& also re%ealed that it -as also de!endent on other famil& characteristics such as' the mother8s socio1economic status' maternal education' famil& si(e' famil& s&stem and the child8s age' birth order' etc. /n detail' the research sho-ed that Hless educated mothers re!orted more beha%ioral !roblems in their children' the stress le%el -as also ele%ated in this grou!' andLthe& -ere more often using harsh and !h&sical disci!lineLI !.1*".

B. Child-rearin( Practices of Filipino Families

Cenerall&' the child1rearing !ractices of Fili!inos are described as nurturant' affectionate' indulgent and su!!orti%e. Mothers assume the role of ta.ing care of the children -hile fathers assume the role of !ro%iding for the financial needs of the famil& Medina' *++1". 0dding to this' mothers s!end more time -ith the children than the fathers as the& ta.e the care1gi%ing tas. u!on themsel%es 7igner' *++*". Licuanan 1B>B"' as cited in Medina *++1"' said that mothers care for their children b& constantl& tal.ing to them and !ro%iding for their needs. Parents ta.e time to !ro%ide the different needs of their children such as !re!aring food for them' hel!ing them -ith their home-or. and going out on %acations. ,he& antici!ate the !roblems that the children -ill encounter and do their best to su!!ort the endea%ors of their children. Parents attend the acti%ities of their children at school and other e4tra1curricular acti%ities. #hildren feel good -hen the& see their !arents attending such acti%ities. Santos and Mc#ollum *++>" in their stud& of Parent1child interaction of Fili!ino mothers noted that !arent1child interaction -as integrated in the li%es of the Fili!ino families. Parent1child interactions could be dedicated one1to1one time or embedded in dail& routines. During dedicated time' the focus -as on the interaction itself' -hile those interactions during

*9 dail& routines' the focus -as on the com!letion of the tas. or routine. ,he stud& also sho-ed that mothers described that !la& interactions are as im!ortant to their children8s de%elo!ment' -hether their child had a disabilit& or not. For mothers of children -ith and -ithout disabilit&' results sho-ed that !arent1child interaction a!!ear as a natural !art of e%er&da& life for the Fili!inos.

#ross1cultural research demonstrated that !arents -ith differing cultural bac.grounds hold different !ers!ecti%es on ho- children de%elo!' desirable outcome for de%elo!ment and a!!ro!riate !arenting roles to achie%e these outcomes #arlson K 3ard-ood' 1BBB: Creenfield' Jeller' FuligniK Ma&nard' *++9: Rosenthal KRoer1Strier' *++1 as cited in Santos and Mc#ollum' *++>". 0s said b& Schul(e *++?" cited in the stud& of Santos and Mc#ollum *++>"' Hthe Phili!!ines has a unique culture of its o-n and has s!ecific cultural norms associated -ith &oung children. Fili!ino child1rearing !ractices em!hasi(e the im!ortance of famil& and communit& members and these %alues are taught to Fili!ino children at %er& &oung ageI !.9"

C. Child-rearin( Practices amon( Families with Children with ADHD

@hen mothers are under stress' the& are more inclined to be la4 in !arenting their child -ith 0ttention 6Deficit23&!eracti%it& Disorder. )n the contrar&' -hen mothers are confident

*? -ith their !arenting s.ills and .no-ledge about the condition of their child' the& are more engaged -ith the acti%ities of their child Fentall' *++D". /n a stud& conducted b& 3eale& et. al. *+11"' the results sho-ed that maternal !arenting stress influenced !arenting st&les. /t -as also consistent -ith the results of @olfsonK Crant *++D" that sho-ed that high maternal stress is related to more inconsistent and !uniti%e' and less !ositi%e !arenting st&les. /n traditional 0sian countries' -omen or mothers are e4!ected to !la& a major role in child1rearing. /n a stud& of Qa!anese mothers' it -as re!orted that maternal confidence -as one of the factors associated -ith !arenting stress. ,he maternal confidence as defined in the stud& is the !erce!tion that mothers has of their abilit& to care for and understand their children. ,hus' it is necessar& for health& !arenthood and !ositi%e mother1infant relationshi!s Coto' et'al. *++>".

0njum and Mali. *+1+" e4!lained that mothers from Pa.istan are seen as the indi%idual res!onsible for managing the beha%ior and training of their children. /n effect' mothers are held res!onsible -hen the& bear children -ith both beha%ioral and biological !roblems. ,his results to mothers neglecting their !s&chological -ell1being -hich in turn' results to a d&sfunction in !arenting.

McLaughlin K 3arrison8s *++D" recent stud& found a significant relationshi! bet-een serious child beha%ioral disturbance and less effecti%e !arenting !ractices. ,his result -as also consistent -ith !re%ious studies 7ar.le&' et.al.' 1BB*" that ha%e focused on the association bet-een child beha%ior and !arenting !ractices. ,he results suggested that the a!!lication of ineffecti%e !arenting !ractices -as more strongl& associated -ith o%erall child beha%ioral disturbance rather than -ith the lac. of the child8s abilit& to maintain attention.

*A

*D

Concept+al 'ra-ewor.

,he #hild1rearing Practices of Mothers of #hildren -ith 0ttention Deficit 3&!eracti%it& Disorder Frame-or. -ill be used in this stud&. ,he stud& -ill e4amine the child1rearing !ractices of mothers of children diagnosed -ith 0D23D -ith ages ranging from 5.+ to 1+.+ &ears old. /t -ill also e4!lore if the mother8s age and status are determinants of their child1rearing !ractices. /t -ill loo. at the relationshi! of the child1rearing !ractices of mothers and the child8s reaction.

Mother 0ge Status

#hild diagnosed -ith 0D23D 0ged 511+ &ears old

CH!(D-R AR!"/ PRACT!C S

*>

Mother 0ge Status

#hild diagnosed -ith 0D23D 0ged 511+ &ears old

CH!(D-R AR!"/ PRACT!C S

Figure *.1 #hild1rearing Practices of Mothers of #hildren -ith 0ttention Deficit 3&!eracti%it& Disorder Frame-or. ,he interaction bet-een the mother and the child diagnosed -ith 0D23D is s&mboli(ed b& the <enn Diagram. ,hese interactions ma& %ar& according to the different conte4ts of each mother1child d&ad and might come in %arious forms of acti%ities -hich are reflecti%e of the mother8s child1rearing !ractices. ,he o%erla! of the bet-een the interaction of the mother and the child -ould s&mboli(e the child1rearing !ractices of the mothers s!ecificall& in the de%elo!ment of stud& habits and moti%ational strategies.

Definition of Ter-s ,he follo-ing terms are defined -ithin the conte4t of the stud&. 1. Mother 6 a female !arent that assumes res!onsibilit& and ta.es care of a child -ith 0ttention1Deficit23&!eracti%it& Disorder and are grou!ed as follo-s= a. &oung mothers 6 9+ &ears old and belob. middle1aged mothers 6 91 to AB &ears old

*5 c. senior citi(en mothers 6 D+ &ears old and u! *. #hild 6 an indi%idual -ith age ranging from 5.+ to 1+.+ &ears old diagnosed -ith 0ttention1Deficit23&!eracti%it& Disorder and attends school or thera!& in Que(on #it& or in Manila 9. 0ttention Deficit 3&!eracti%it& Disorder 1 according to the Dia(nostic and #tatistical %anual of %ental Disorders, )th *d. DSM1/<1,R 0merican Ps&chiatric 0ssociation *+++" has the follo-ing characteristics 3&!eracti%it& a. Fidgets -ith hands or feet or squirms in seat: b. Lea%es seat in classroom or in other situations -hen remaining seated is e4!ected: c. Runs about or climbs e4cessi%el& in situations -hen it is ina!!ro!riate: d. 3as difficult& !la&ing or engaging in leisure acti%ities quietl&: e. /s Hon the goI or often acts as if Hdri%en b& a motor: f. )ften tal.s e4cessi%el&: /m!ulsi%it& a. 7lurts out ans-ers to questions before the questions ha%e been com!leted: b. 3as difficult& -aiting in lines or a-aiting turn in games or grou! situations. c. /nterru!ts or intrudes on others /nattention a. /s often easil& distracted b& e4traneous stimuli b. )ften fails to gi%e close attention to details or ma.es careless mista.e in school-or.' -or.' or other acti%ities

*B c. )ften does not seem to listen to -hat is being said to him or her d. )ften has difficult& organi(ing tas.s and acti%ities e. )ften loses things necessar& for tas.s or acti%ities e.g. school assignments' !encils' boo.s' tools or to&s" f. )ften has difficult& sustaining attention in tas.s and !la& acti%ities g. )ften does not follo- through on instructions an fails to finish school-or.' chores' or duties in the -or.!lace not due to o!!ositional beha%ior or failure to understand instructions" h. )ften a%oids or strongl& disli.es tas.s such as school-or. or home-or." that require mental effort i. )ften forgetful in dail& acti%ities

9. #hild1rearing !ractices 6 -a&s' interactions and !ractices of mothers -ith children diagnosed -ith 0D23D based on the follo-ing= a. acti%ities 6 actions and doings that the mother share -ith her child diagnosed -ith 0D23D b. child8s acti%ities 6 ha!!enings of the child diagnosed -ith 0D23D -ithin the da& or his2her dail& routines c. rules at home 6 regulations or !olicies that the child need to follo- at home d. strategies 6 -a&s mothers address their child8s beha%ior or action

9+ e. stud& habits 6 !ractice or !attern that the child follo-s for his2her schooling e.1. moti%ation strategies 6 a!!roach of the mothers that -or. and does not -or. e.*. en%ironment 6 atmos!here' or !lace -hen the child is stud&ing e.9. time 6 !eriod of the da& -hen the child studies ?. child8s reaction 6 beha%ior that the child manifests or his2her res!onse to the child1 rearing !ractices of the mother

CHAPT R !!! M TH#D#(#/* ,his cha!ter !ro%ides the !rocedures that the researcher undertoo. through the course of the stud&. /t is di%ided into the follo-ing !arts= research design' research locale' sam!ling' instrumentation' !rocedure of data collection and data anal&sis.

Research Design

91 ,he research design is the general !lan for the data gathering that -ill hel! find the ans-ers for the research questions. ,he stud& is qualitati%e in nature and used the descri!ti%e a!!roach. /t e4amined the child1rearing !ractices of mothers -ith children -ith 0ttention1 Deficit23&!eracti%it& Disorder and the descri!ti%e a!!roach is suitable in !ro%iding elaborate details of the to!ic. Descri!ti%e studies ans-er questions of -hat' -here' -hen and ho- 7abbie' *++1". ,he researcher used a guided questionnaire for the in1de!th inter%ie-s of mothers of children -ith 0D23D. Some mothers -ere inter%ie-ed -hile some -ere just gi%en the questionnaire because of reasons of a%ailabilit& and confidentialit&.

Research (ocale

,he data gathering -as conducted in fi%e A" schools' one 1" center' and one 1"organi(ation that cater to children diagnosed -ith 0D23D located in Que(on #it& and Manila. ,hese !laces are the main cities of the ;ational #a!ital Region and has the most !o!ulation based on the ;ational Statistics )ffice *+1+". ,he researcher %isited the schools' center and office of the organi(ation to bring the letter of request. Some administrators agreed to ha%e the inter%ie- in the school !remises -hile some heads requested that the questionnaires just be gi%en to the mothers. ,he researcher also -ent to the homes of relati%es of colleagues in Que(on #it& and Manila -ho has children diagnosed -ith 0D23D.

Sa-pling

0 total of thirt&

9+" mothers -ith children diagnosed -ith 0ttention1Deficit2

9* 3&!eracti%it& Disorder -ith age ranging from 5.+11+.+ &ears old -ere the !artici!ants of the stud&. ,he children of the res!ondents -ere either attending school' or undergoing thera!& in Que(on #it& or Manila. Parents -ere gi%en a letter through their school heads and #linic Director. ,he school heads and #linic Director -ere the ones -ho identified the !ossible res!ondents as the& -ere the ones holding the files of the children in their care. ,he& -ere the ones -ho for-arded the letter to the res!ondents through the children. )ne 1" !artici!ant came from a thera!& center in Que(on #it&. Ele%en 11" !artici!ants came from four ?" !ri%ate schools in Que(on #it& and four ?" !artici!ants came from one 1" !ublic school in Manila. ,hree 9" of the res!ondents -ere members of the 0D23D Societ& of the Phili!!ines' to -hich the letter -as emailed to its President 0nnie Lim. ,he remaining ele%en 11" !artici!ants -ere relati%es of the colleagues of the researcher.Mothers -ho -ere relati%es of colleagues -ere li.e-ise gi%en a letter. $!on agreeing to be !art of the stud&' the mothers returned the /nformation Sheet and -rote their a%ailable da& and time for their /nter%ie-. ,hose -ho agreed to !artici!ate in the stud& but -ere not a%ailable for inter%ie- and had an issue on confidentialit& just accom!lished and returned the /nformation Sheet and Questionnaire.

!nstr+-entation

Qualitati%e method -as used in the stud&. 0n /nformation Sheet and guided questionnaire -as used to inter%ie- the mother. ,he /nformation Sheet and the questionnaire -as %alidated first b& Prof. M&ra ,antengco' a S!ecial Education S!ecialist and also a mother of a child diagnosed -ith 0D23D' Prof. E4celsa,ongson' a Famil& Life and #hild De%elo!ment S!ecialist and Mrs. M&rna 7uen%iaje' a mother of a 1?1&ear old girl diagnosed -ith 0D23D

99 since the age of 1+. 7ased on their comments and suggestions' the /nformation Sheet and Cuided Questionnaire -ere re%ised.

,he re%ised /nformation Sheet and Cuided Questionnaire -ere !re1tested to three 9" mothers in order to find out ho- man& minutes -ill each inter%ie- ta.e and if the questions -ere clear for the mothers to ans-er. 7ased on the !re1testing' the inter%ie- too. fifteen minutes and the inter%ie- -ent smoothl&.

,he /nformation Sheet included the res!ondent8s age' marital status' educational attainment' -or. and questions !ertaining to the child diagnosed -ith 0D23D. ,he guided questionnaire included the acti%ities that the mother share -ith her child diagnosed -ith 0D23D' the routines of the child -ithin the da&' ho- does the child react -ith the home-or.s' describing ho- the child studies' gi%en the moti%ational strategies that -or. and do not -or. on the child -hen the he2she studies' the rules at home at the child8s reaction for these rules and ho- the mother addresses the reaction of the child and if the mother sets a !articular time for stud&ing and ho- the child reacts to this and ho- the mother addresses the reaction of the child.

Data /athering Proced+re

,he researcher loo.ed into schools' centers and organi(ations that catered to children -ith s!ecial needs s!ecificall& 0D23D located in Que(on #it& and in Manila. ,he letter of request and a co!& of the /nformation Sheet and Cuided Questionnaire -ere either emailed or hand1gi%en to the schools' centers and organi(ations. ,he researcher ga%e out letters to nine B"

9? centers' se%en >" schools and one 1" organi(ation. $!on inquir& and follo- u!' onl& one 1"' fi%e A" schools and one 1" organi(ation agreed to !artici!ate and -ere -illing to find res!ondents. Some centers said that the& do not ha%e children -ith the age1range that the stud& needs. )n the other hand' some schools said that the& do not allo- researches in their institutions.

,he researcher also loo.ed for colleagues -ho ha%e relati%es as !otential !artici!ants. 0mong the fifteen 1A" !robable !artici!ants' onl& ele%en 11" agreed to !artici!ate in the stud&' four ?" of -hich as.ed if the& could just ans-er the /nformation Sheet and Cuided Questionnaire on their o-n because of their bus& schedule.

For the schools and center that a!!ro%ed the request of the researcher' the letter for the mothers and the /nformation Sheet -ere coursed through them. ,he researcher had to -ait for the mothers to return the /nformation Sheet to the school head and clinic director for the a%ailable da& and time of inter%ie-.

,hree 9" schools requested that along -ith the letter for the mothers' the /nformation Sheet and Cuided Questionnaire be gi%en as -ell. ,he& did not allo- the researcher to inter%ietheir clients on the basis on una%ailabilit& and confidentialit&.

For the lone organi(ation 0D23D Societ& of the Phili!!ines' Ms. Lim' its President as.ed the researcher to attend the seminars of the organi(ation to be able to get res!ondents. ,he researcher -as able to attend t-o *" seminars and one 1" !arent su!!ort grou!. Mothers -ere

9A as.ed first if the& -ere -illing to !artici!ate in the stud&. ,-o *" mothers -ere inter%ie-ed after the !arent su!!ort grou! and one 1" -as inter%ie-ed on her a%ailable schedule.

,he researcher -as able to inter%ie- se%enteen 1>" mothers during their a%ailable schedule. 0s stated earlier' the thirteen 19" remaining mothers ans-ered the /nformation Sheet and Cuided Questionnaire and just returned them through the school and through the researcher8s colleagues.

For those !artici!ants that -ere inter%ie-ed' it too. ten to fifteen minutes to finish it. 0lthough' some mothers discussed some issues not in the conte4t of the research questions that the inter%ie- too. about fort&1fi%e minutes. )%erall' the !artici!ants that -ere inter%ie-ed contributed o!enl& to the research. ,hose mothers that -ere not inter%ie-ed ga%e elaborate ans-ers as -ell. Data Analysis

Qualitati%e anal&sis -as used in the stud&.

@hen all the thirt& 9+" res!ondents -ere

com!leted' the /nformation Sheet -as the first one to be collated to anal&(e the demogra!hic !rofile of the res!ondents. Each ans-er in the /nformation Sheet -as !resented on a table and -as grou!ed accordingl&.

@ith the Cuided Questionnaire' the ans-ers of the res!ondents !er questions -ere transcribed and -ere !resented in a table. 3a%ing the ans-ers on a table form -as easier to see to common ans-ers of the res!ondents' thus' hel!ed in grou!ing the ans-ers into themes.

9D

,he res!ondents ga%e multi!le ans-ers on most of the questions. ,hese res!onses -ere tallied' grou!ed and -ere con%erted to !ercentage as to see -hich among the ans-ers -ere common for them.

Most of the ans-ers to the questions -ere descri!ti%e but still sho- common themes in their ans-ers. #iting some e4am!les of the ans-ers of the res!ondents ga%e a better !icture of the child1rearing !ractices of the mothers -ho !artici!ated in the stud&.

CHAPT R !% R S$(TS A"D D!SC$SS!#"S

,his cha!ter consists of the findings of this research' -hich in%ol%ed thirt& 9+" mothers -ith children diagnosed -ith 0ttention1Deficit23&!eracti%it& Disorder -ith age range 5.+11+.+ -ho are attending school or thera!& in Que(on #it& or Manila. ,his cha!ter includes the follo-ing= the demogra!hic information' and the child1rearing !ractices of the mothers based on the follo-ing= 1" acti%ities that mothers share -ith their child diagnosed -ith 0D23D' *" the regular routines of the child during the da&' 9" descri!tion of ho- the child studies at home and reactions of the children -ith the home-or.s gi%en' ?" moti%ational strategies that -or. and

9> does not -or. -hen the child is stud&ing' A" rules at home' and the child8s reaction about the rules and ho- the mothers address the child8s reaction and D" lastl&' the time set for the stud&ing of the child and his2her reaction about it and ho- the mothers address the child8s reaction. De-ographics For the !ur!oses of this stud&' thirt& 9+" mothers -ith children diagnosed -ith 0D23D -ho are attending school or thera!& in Que(on #it& or Manila -ere chosen as !artici!ants for the stud&. Mothers -ere grou!ed as follo-s= ,able 1=0ge of Res!ondents Category Moung Mothers Middle10ged Mothers Senior #iti(ens Mothers Total Age Range 9+ &ears and belo91 6 AB &ears old D+ &ears old and u! ' 9 *D 1 01 Percentage 1+G 5D.DDG 9.99G 2113

7ased on the ages of the mothers' majorit& of them are in the middle1aged grou!. )nl& one 1" is in the Senior #iti(en Crou! -ho is actuall& DD &ears old. /t can be noted that this indi%idual is an ado!ti%e mother of the child diagnosed -ith 0D23D.

,able *= #i%il Status of Res!ondents Stat+s Married Se!arated @ido-ed Single Parent Total ' 15 D 9 9 01 Percentage D+G *+G 1+G 1+G 2113

95

7ased on the status of the !artici!ants' most of the res!ondents are married -hile *+G had been se!arated. ,he number of -ido-ed mothers and single !arents are the same.

,able 9= Educational 0ttainment of Res!ondents d+cational Stat+s Ph.D Le%el ongoing" M0 Craduate M0 Le%el ongoing" #ollege Craduate #ollege $ndergraduate <ocational Le%el 3igh School Craduate 3igh School $ndergraduate Total ' 1 * 1 1D * 9 * 9 01 Percentage 9.99G D.D>G 9.99G A9.99G D.D>G 1+G D.D>G 1+G 2113

More than fift& !ercent A+G" of the res!ondents are #ollege Craduates. )ne mother is an ongoing M0 student -hile another one is an ongoing Ph.D. student. ,-o mothers ha%e finished their M0 degree. ,hree mothers -ere not able to finish the high school le%el.

,able ?= Religious 0ffiliation of Res!ondents Religio+s Affiliation Roman #atholic #hristian 7orn10gain #hristian 7a!tist Methodist ;o 0ns-er ,otal f *1 9 * 1 1 * 9+ Percentage >+G 1+G D.D>G 9.99G 9.99G D.D>G 1++G

Majorit& of the res!ondents are Roman #atholics -hich is >+G of the mothers inter%ie-ed. ,-o mothers did not indicate their religious affiliation.

9B

,able A= Em!lo&ment Status of Res!ondents Stat+s Em!lo&ed Self1Em!lo&ed ;on1@or.ing Total f 11 19 D 01 Percentage 9D.D>G ?9.99G *+G 2113

More than half of the res!ondents are -or.ing' 9D.DG of -hich are em!lo&ed and the rest self1em!lo&ed. *+G of the mothers are non1-or.ing and s!end their time at home ta.ing care of the children.

,able D= Cender of #hild Diagnosed -ith 0D3D /ender Male Female ,otal f *> 9 9+ Percentage B+G 1+G 1++G

,-ent&1se%en of the children diagnosed -ith 0D23D of the res!ondents -ere males. ,his result is consistent -ith -hat is cited in Fentall *++D" that in the general !o!ulation' B.*G are males and *.BG are females -ho sho-ed signs of ha%ing 0D23D. ,able >= 0ge of #hild Diagnosed -ith 0D3D Age of Child Eight 5" ;ine B" ,en 1+" ,otal f 19 5 B 9+ Percentage ?9.99G *D.D>G 9+G 1++G

Majorit& of the res!ondent8s child diagnosed -ith 0D23D -ere aged eight 5" -hich reflects that these children are still considered at the earl& childhood stage. Se%enteen 1>" children -ere in the middle childhood stage. ,he children aged 511+ &ears old are considered in the school1age grou! because it is in this stage that children attend formal schooling.

?+

,able 5= ,&!e of 0D3D of #hild AD/HD Type 4according to responses5 Mild 3&!eracti%e2im!ulsi%e /nattenti%e 3&!eracti%e2Learning Disabilit& 3&!eracti%e20s!erger8s S&ndrome Sus!ected2Potential 0D3D ,otal f > 1+ 5 9 1 1 9+ Percentage *9.99G 99.99 *D.DD 1+G 9.99G 9.99G 1++G

Ci%en the figures abo%e' 99.99G of the children diagnosed -ith 0D23D ha%e the 3&!eracti%e2/m!ulsi%e ,&!e or 0D23D13. Some mothers indicated that their child8s 0D23D condition has a co1morbid t&!e. )ne !arent said that the condition of her daughter is sus!ected 0D23D as she is still -aiting for other results of the doctor.

Child-rearing Practices Table +, Acti!ities that %others share with their child dia(nosed with AD"HD at homeShared Activities @atching ,<2Mo%ies Doing home-or.s2 stud&ing #hores at 3ome Pla&ing includes to&s' %ideo games'etc" Coing )ut f 15 9 9 12 7 Percentage 19.23% 11.54% 11.54% 15.38% 8.97%

?1 Reading Coing to ,hera!& $se of #om!uter /nterest 0cti%it& of Parents Eating ,),0L Res!onses 6 1 2 5 4 78 7.69% 1.28% 2.56% 6.41% 5.13% 100%

7ased on the res!onses of mothers regarding the acti%ities that the& shared -ith their child diagnosed -ith 0D23D' most !arents said that the& -atched tele%ision together. Pla&ing -ith to&s and %ideo games -as the ne4t acti%it& most mothers did -ith their child. ,he same number of res!onse -as made for the doing home-or.s and doing chores at home. /t -as sur!rising that onl& one 1" mother shared that she accom!anies her child to the thera!& sessions.

Table ./, Acti!ities that the child dia(nosed with AD"HD do re(ularl$ at home. Ro+tines 0ttends morning classes 0ttends afternoon classes 0ttends -hole da& classes Does not go to school ;ot s!ecified ,otal f 1> > ? 1 1 9+ Percentage 56.67% 23.33% 13.33% 3.33% 3.33%% 1++

?* ,able 1+.1 Routines in the morning and afternoon ,hose children -ho attended the morning classes usuall& -a.e u!' eat brea.fast and !re!are for school in the morning. /n the afternoon these children ate lunch' -atched ,<' !la&ed %ideo games or !la&ed -ith friends. Some children -ere as.ed to ta.e a na! and some children studied -ith their tutors.

,hose children -ho attended the afternoon classes usuall& -atched ,< and %ideos in the morning' !la&ed com!uter' ate and some doing their assignments. /n the afternoon' after going to school' the& !la&ed -ith their neighbors.

,hose children -ho attended -hole da& classes usuall& !re!ared for school in the morning as the& eat and ta.e their %itamins. )ne child -as tas.ed to let their dog before going to school. /n the afternoon after class' these children -atched ,< or %ideos after the& do their home-or.s either b& themsel%es or -ith the hel! of the tutor. )ne child also attended soccer !ractice after class. Activities in the vening @atching ,<2Mo%ies Dinner2 eat Stud&2 doing home-or. Drin. mil. Pla& Reading boo.s #hores @ash u! Slee! ' 23 15 12 2 8 8 2 5 14 Percentage 25% 16.30% 13.04% 2.17% 8.70% 8.70% 2.17% 5.43% 15.22%

?9 Pra& ,al. -ith Mom ,),0L Res!onses 1 2 92 1.09% 2.17% 100%

,able 1+. *= Routine in the e%ening 0t night' most mothers said that the& -atched tele%ision at night -ith their children. Fifteen 1A" shared that the& ate dinner -ith their children and fourteen 1?" -ho still slee!s -ith their child. ,-o *" !arents shared that before the& slee!' the& tal. to their child about -hat ha!!ened during the da& -hile onl& one 1" shared that she and her son !ra&ed together.

How the child studies at home and Child s reactions with the (i!en homewor0s 0mong the thirt& 9+" res!ondents' onl& four ?" s!ecified a !lace -here their children stud& at home. ,-o *" mentioned that their child -or.s -ith a tutor after class. 0 mom shared that she lets her son stud& at their !la& room and another said that her daughter studies at the Mom8s room. Some children need assistance and as. assistance in doing their home-or.s -hile some do their home-or.s unassisted. @hen the subjects are eas& and interesting for the child' the& do their home-or.s inde!endentl& and ha%e a !ositi%e outloo. about it. Some mothers shared= 12o!es to stud$ and is obedient in the tas0 related to school.3 1Can do his assi(nments on his own but at times waits for %om if it difficult.3 @hen the acti%ities or home-or.s are difficult for the child' the& either as. for hel! or com!lain and thro- tantrums' li.e= H4hen faced with challen(in( tas0s, would complain and e5hibit !erbal a((ression.3 16suall$ sa$s, later, ma0es faces and little tantrums.3

?? @hile a cou!le of children just com!lain and entirel& does not li.e doing home-or.s. 17ot interested in his homewor0s.3 1'ets bored stud$in(, li0es to do somethin( else, as0s to (o somewhere or (o to the mall.3

%oti!ational #trate(ies

Fifteen 1A" out of the thirt& 9+" res!ondents shared ho- the& moti%ate their children to stud&' fi%e A" of -hich did not s!ecif& strategies that -or. and do not -or.. Some moti%ational strategies that the mothers shared -ere= 1" if the child finishes the home-or.' the child -ill ha%e e4tra time to !la& or -atch ,<: *" gi%ing a schedule and tal.ing to the child: and 9" ma.ing the child a-are of his2her res!onsibilities as a student.

Strategies that -or.

Figure ?.1= Strategies that @or.

?A

,-ent&1fi%e *A" out of the thirt& 9+" res!ondents ga%e strategies that -or. for their child -hen the& are as.ed to stud&. ,-ent&1t-o **" mothers or D>G of the res!ondents use the re-ard s&stem -hich included !la&ing -ith to&s' com!uter' gi%ing mone& and food' going out to the mall or going out on a tri! abroad. ,-o mothers -ho use the re-ard s&stem also threaten their child to becoming a garbage collector or sta&ing -ith the child8s dad. /t can be noted that the res!ondent -ho uses the latter strateg& is a single mother. )ne mother each used the strategies tal.ing to the child' de!ri%ing of gadgets and use of cue cards and re%ie-ers as their children stud&.

#trate(ies that do not wor0

Figure ?.*= Strategies that do not -or.

?D ,hirteen 19" res!ondents out of the thirt& 9+" res!ondents ga%e strategies that do not -or. in moti%ating their child to stud&. 0mong the thirteen 19"' si4 D" mothers or ?DG of the res!onses said the !unishment and scolding are not effecti%e -a&s in ma.ing a child stud& and do his2her home-or.s. ,-o *" !arents use the re-ard s&stem such as !la&ing -ith la!to! and the to.en econom& but these do not -or.. )ther ineffecti%e -a&s include= 1" !rohibiting doing something' *" threatening' 9" im!rom!tu stud& time' ?" re!etition' and A" forcing the child to do things.

Rules at home, the child s reaction and how mothers address such reaction )ut of the thirt& 9+" mothers' t-ent&1eight *5" said that the& ha%e rules at home that their child needs to follo-. ,he rules gi%en b& the res!ondents -ere grou!ed according to 1" leisure acti%ities' *" routinar& acti%ities' and 9" others. Leisure acti%ities included= -atching ,<' !la&ing and using the com!uter. Routinar& acti%ities included= eating' slee!ing' doing home-or.s2read and doing chores at home. )thers are the ones that include ho- to relate -ith others and sho-ing res!ect to others.

?> Figure ?.9= #hild8s reaction to Rules

7ased on the gra!h' the children generall& sho-ed !ositi%e reactions to-ards the rules gi%en to them' es!eciall& on the rule of ,< -atching. Some mothers mentioned that children -ere onl& allo-ed to -atch ,< for an hour on -ee.da&s' -hile some onl& -atched ,< on -ee.da&s. )n the other hand' children reacted negati%el& -ith the rules that deal -ith the routinar& acti%ities li.e doing their home-or.s and doing chores at home. #hildren -ith 0D23D ha%e difficult& in focusing on tas.s. ,his result is su!!orted b& the stud& done b& Po-er et. al. *++D" that identified home-or. !roblems suffered b& children -ith 0D23D. ,he !roblems included a%oidance of the home-or. and issues -ith home-or. !erformance. 3ome-or.s are designed to be com!leted at home 04elrod et. al.' *++B". ,he home setting and the acti%e !artici!ation of the !arents are im!ortant e4!eriences that could effecti%el& !romote home-or. s.ills of 0D23D children Sheridan' *++B".

@ith regards to the mother8s reaction to-ards the beha%ior manifested b& their children' the res!ondents ha%e a tendenc& to mirror the child8s reaction to the rules. @hen the child reacts negati%el& to the rules' the mother addresses the beha%ior negati%el& as -ell li.e shouting at the child or s!an.ing him2her. )n the other hand' -hen the child follo-s the rules' the mother encourages the child to do good and e%en gi%e him2her a re-ard.

#tud$ Time, child s reaction and how mothers address such reactions

,-ent&1four *?" out of thirt& 9+" mothers set a !articular time for stud&ing of their

?5 children. ,hirteen 19" children did their home-or.s after class' -hile nine B" children studied after the& had dinner. ,-o *" children did their home-or.s in the morning because the& attend classes in the afternoon. /t can also be noted that the mothers of these t-o *" children -ere non1 -or.ing !arents.

7ased on the gra!h' more children reacted !ositi%el& -hen the& studied and did their home-or.s after class. )n the contrar&' children -ho studied and did their home-or.s after dinner reacted negati%el&. ,his ma&be because that the children are too tired alread& b& night.

Regarding ho- mothers addressed the beha%ior of the children regarding ha%ing a !articular time for stud&ing' the res!ondents -ere more !atient in encouraging their children to stud&. E%en if the child sho-s negati%e beha%iors' mothers too. time to e4!lain -ith -hat the child -as ha%ing difficult& -ith. Mothers also !raised their children for a job -ell done. 7ased on the ans-ers of the mothers' the res!ondents -ere more understanding in addressing their child8s beha%ior -hen it comes to stud&ing.

?B

,he child1rearing !ractices of the mothers -ho !artici!ated in the stud& sho-ed that the& can be firm &et sensiti%e to the needs of the children. ,his is consistent -ith -hat Medina *++1" said in her boo. that H!arents are becoming more !ermissi%e and liberal -ith their children. ,he& allo- their children to reason out and e4!ress themsel%es.I !.*9>"

CHAPT R % S$MMAR*6 C#"C($S!#"S A"D R C#MM "DAT!#"S

,he !ur!ose of this stud& -as to e4amine the child1rearing !ractices of Fili!ino mothers -ith children aged ranging from 5.+ to 1+.+ &ears old diagnosed -ith 0ttention1 Deficit23&!eracti%it& Disorder. ,he focus -as on ho- these mothers contributed in the

de%elo!ment of stud& habits among their children. /t also aimed to see the moti%ational strategies that mothers use -hen their children are stud&ing. /t loo.ed into the routine and rules that the children ha%e at home and ho- the children -ith 0D23D react -ith the gi%en rules. )n the other hand' the stud& e4amined ho- the mothers addressed their child8s reactions and beha%iors to

A+ better understand ho- these mothers dealt -ith their children diagnosed -ith 0D23D.

0ll thirt& 9+" mothers should ha%e been inter%ie-ed. 7ut because of the issues on a%ailabilit& of the res!ondents and confidentialit&' some !artici!ants ans-ered the /nformation Sheet and Cuided Questionnaires on their o-n. ,his resulted to some !arts of the questionnaire left unans-ered. ;e%ertheless' the res!onses ta.en from all the mothers -ere hel!ful in ans-ering the objecti%es of the stud&.

Mothers shared different acti%ities -ith their child diagnosed -ith 0D23D at home or outside the home. ,he routines that each child -ith 0D23D -ent through in a da& are regular acti%ities of t&!ical Fili!ino children. Stud& time -as usuall& done after class or after dinner. #hildren -ho stud& after class tend to be more o!timistic rather than those stud&ing at night.

,here -ere some strategies that -or.ed and did not -or. for the child diagnosed -ith 0D23D as the child -as moti%ated to stud&. Re-ard s&stem -as used b& most mothers -ho belie%ed that it -as effecti%e in ma.ing their child stud&. Shouting and gi%ing im!rom!tu tas.s -ere some of the strategies that did not -or. for the children.

,he reactions of the child and ho- the mothers addressed the beha%ior in terms of follo-ing the rules at home and setting a !articular time for stud&ing -ere li.e-ise e4amined. #hildren -ith 0D23D sho-ed both !ositi%e and negati%e beha%iors de!ending on the rules to be follo-ed. Mothers li.e-ise got indications from their child8s beha%ior on ho- to react to different situations.

A1

Concl+sions

7ased on the data gathered' the follo-ing conclusions are dra-n= 1. Mothers shared different acti%ities -ith their children diagnosed -ith 0ttention1 Deficit23&!eracti%it& Disorder at home and outside the home. *. Follo-ing a routine in a da& for children -ith 0D23D hel!ed the children co!e u! -ith the demands of their famil& and school. 9. 3a%ing rules at home facilitated in ma.ing the child -ith 0D23D res!onsible for the things he2she needs to do at home and for school. ?. 3a%ing a !articular time for stud&ing assisted the child -ith 0D23D and his2her mother deal -ith the child8s academics meaningfull&. A. ,he child1rearing !ractices of mothers -ith children -ith 0D23D differed based on the child8s acti%ities and reactions. Mothers reacted !ositi%el& -hen their children manifested good beha%iors and reacted negati%el& if their children manifest unacce!table beha%iors. D. Most mothers used the re-ard s&stem as effecti%e strategies in ma.ing their child stud&. )n the contrar&' some mothers tend to lose their tem!er as to resort to shouting and s!an.ing -hen their children did not follo- them. >. #hild1rearing !ractices of mothers did not differ based on their age and status. ,he mother8s child1rearing !ractices -ere based on ho- the& !ercei%ed their child and ho- the& addressed the beha%ior of the child diagnosed -ith 0D23D.

Reco--endations

A* ,hrough the course of the stud&' the researcher came u! -ith related to!ics that can be further loo.ed u!on in the future.

Further research should consider loo.ing into the role of fathers in rearing their children -ith 0D23D. 0lthough it is clear that mothers ta.e on the big res!onsibilit& of ta.ing care of the children' it -ould be %aluable to .no- the !ractices and e4!eriences of the fathers in bringing u! their children -ith 0D23D.

#om!arison of the child1rearing !ractices of both !arents can also be e4amined so see if there are similarities and differences in bringing u! their HnormalI children and children -ith s!ecial educational needs.

/t is im!ortant that children diagnosed -ith 0D23D are enjoined in ma.ing the rules at home so as the rules has more meaning for the children' thus' consequences -ill come from themsel%es. ,his -ould also hold true in setting u! a !articular time for stud&ing. ,he children should be consulted for the time of the da& -hen the& -ill be doing their home-or.s and stud& for school. 0 stud& can also be conducted to focus on the effect of collaborati%e learning among the child' the !arent and the school in ma.ing learning more effecti%e for the child -ith 0D23D.

A9

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A? Lim' Le%an and Maril&n Ma&lingQuah. *++?". d+cating (earners with Diverse Disa,lilities7 Singa!ore= McCra-13ill Education. Medina' 7elen ,.C. *++1". The 'ilipino 'a-ily8 A Te9t of Selected Readings . Que(on #it&= $.P. Press. Po-e' ,.' Jarustis' Q.' K3abboushe' D. *++1". Ho-ewor. s+ccess for children with ADHD8 A fa-ily-school intervention progra-. ;e- Mor.= Cuilford Press. Sla%in' R.E. *++A". d+cational psychology8 theory and practice . ;eedham 3eights' M0= 0ll&n and 7acon. Sta. Maria' Qr. Melencio. *+1+". Persons and 'a-ilies Relations (aw7 Ath Ed." Re4 7oo. Store. Fentall' S&dne& S. *++D". ADHD and d+cation8 'o+ndations6 Characteristics6 Methods and Colla,oration. ;e- Qerse&= Pearson Prentice 3all. :o+rnals 0li' 0.' 0li' F.' K;a(' R. *+1+". Stud& 3abits and Education Planning= 0 #ase Stud& of #om!arison of Pri%ate and Public Sector Schools. Dialo(ue 8.9.+-:):;<. Qul1Se! *+1*' <ol. > /ssue 9' !9+B1915. 1+!. Retrie%ed from htt!=22-eb.ebscohost.com2ehost2!df%ie-er2!df%ie-erEsidRA*afBa>A1>bc>1?fcD1be9c1 d9+D*faB9+fcG?+sessionmgr11AK%idR1KhidR11B. 0njum' ;.' K Mali.' F. *+1+". Parenting !ractices in mothers of children -ith 0D3D= Role of stress and beha%ioral !roblems in children. Pa.istan Qournal of Social and #linical Ps&cholog&' 5 1"' 15195. Retrie%ed from htt!=22search.!roquest.com2doc%ie-2B*1BBDA>AE accountidR1?1??+ 04elrod' M.' Fhe' E.' 3augen' J. K Jlein' Q. *++B". Self1management of on1tas. home-or. beha%ior= 0 !romising strateg& for adolescent -ith attention and beha%ior !roblems. School Psychology Review.95' 9*A1999. 7aile&' $.'Lorch' E.' Milich' R. K#harnigo' R. *++B" De%elo!mental #hanges in 0ttention and #om!rehension among #hildren -ith 0ttention Deficit 3&!eracti%it& Disorder. Child Development, ;o%ember2December *++B' <ol.5+' ;umber D' !! 15?*115AA. #arlson' #.' 7ooth' Q.' Shin' M.' K#anu' @. *++*". Parent1' teacher1' and self1rated moti%ational st&les and 0D3D subt&!es.Journal of Learning Disabilities.9A' 1+?1119. #unningham' # K 7o&le' M. *++*". Preschoolers at ris. for attention1deficit& h&!eracti%it& disorder and o!!ositional defiant disorder= Famil&' !arenting' and beha%ioral correlates. Journal of bnormal Child Psychology.9+' AAA1ADB.

AA

Douglas' <./. 1B59". H0ttention and cogniti%e !roblems88 in M.Rutter ed."' Dosage effects and indi%idual res!onsi%it& to meth&l!henidate in attention deficit disorder. Journal of Child Psychology and Psychiatry.*B=?A91?>A. DuPaul' C. <ol!e' R.' Qitendra' 0.' Lut(' C.' Lorah' J. K Cruber' R. *++?". Elementar& school students -ith 0D23D= !redictors of academic achie%ement. Journal of School Psychology.?*' *5A19+1. Fagan' Rogers' M.0. *++5". ,he role of !arental in%ol%ement in the learning of children -ith 0ttention1Deficit23&!eracti%it& disorder. $ni%ersit& of ,oronto #anada"".ProquestDisserations and ,heses' 1951n2a. Retrie%ed from htt!=22search.!roquest.com2doc%ie-29+?99>999EaccountidR1?1??+. 9+?99>999". Ce%ir' D.' Coldstand' S.' @eintraub' ;.' KParush' S. *++D". 0 #om!arison of ,ime $se 7et-een Mothers of #hildren @ith and @ithout Disabilities.)ccu!ational ,hera!& Qournal of Research' *D' 11>11*>. 3eale&' D.' Flor&' Q.' Miller' #.'K3al!erin' Q. *+1+". Maternal Positi%e Parenting St&le /s 0ssociated -ith 7etterFunctioning in 3&!eracti%e2/nattenti%e Preschool #hildren. /nfant and #hild De%elo!ment' %*+ n* !1?511D1 Mar10!r *+11. 1?!!. Retrie%ed from htt!=22search.ebscohost.com2login.as!4E directRtrueKdbRericK0;REQB*9595KsiteRehost1li%e Po-er' ,' @erba' 7.' @at.ins' M.' 0ngelucci' Q.' KEiraldi' R. *++D" Patterns of !arent1 re!orted home-or. !roblems among 0D3D1referred and non1referred children. School Psychology !uarterly.*1' 19199. Santos' Rosa Milagros : Mc#ollum' Qeanette 0 *++>" .Pers!ecti%es of Parent1#hild /nteraction inFili!ino Mothers of <er& Moung #hildren -ith and -ithoutDisabilities.Qournal of Earl& /nter%ention.!!*?9 *D1 Retrie%ed from.htt!=22search.ebscohost.com2login.as!4E directRtrueKdbRericK0;REQ5* 1*B+KsiteRehost1li%eST Schlo(man' Ste%en S. KSchol(man' <i%ien R. *+++". #haos in the #lassroom= Loo.ing at 0D3D. "ducational Leadership Journal, A5' *5199. Sheridan' Susan. *++B". 3ome-or. /nter%ention for #hildren -ith 0ttention and Learning Problems= @here is the H3omeI in H3ome-or.EI.School Ps&cholog& Re%ie-.95 9"' 99?199>. Soma' Mu.io: ;a.amura' Ja(utoshi: )&ama' Mari: ,suchi&a' Masuo: Mamamoto' Masaharu *++B". Pre%alence of attention1deficit&2h&!eracti%it& disorder 0D3D" s&m!toms in !reschool children= discre!anc& bet-een !arent and teacher e%aluations. "nviron #ealth Prev $ed, 1?= 1A+11A?.

AD Fuddas' 0.' 0ncilletta' 7. Muglia' P. K#ianchetti' #. *+++". 0ttention1deficit&2h&!eracti%it& disorder= a neuro!s&chiatricdisorder -ith childhood onset. "uropean Journal of Paediatric %eurology' ? *"= A91D*. Thesis Ri%adelo1Ca-' Cene%ie%e. *+++". Parent /n%ol%ement in the Earl& /nter%ention of #hildren -ith S!ecial ;eeds' 0 Craduate ,hesis' #ollege of Education' $ni%ersit& of the Phili!!ines. #thers 0merican Ps&chiatric 0ssociation. *+++". Diagnostic and Statistical Manual of Mental Disorders= DSM1/<1,R. @ashington= 0merican Ps&chiatric 0ssociation. De!artment for Education and S.ills DfES". *++1". #ode of Practice on S!ecial Education ;eeds.London=3MS). htt!=22---.adhdsociet&.org 0PPE;D/#ES= Letter to #enters' School and )rgani(ation Letter for Mothers Res!onses of Partici!ants

A>

Qul& UUUU' *+1* UUUUUUUUUUUUUUUUUUUU UUUUUUUUUUUUUUUUUUUU UUUUUUUUUUUUUUUUUUUU Dear UUUUUUUUUUUUUUUUUUUUU' Cood da&P / -ould li.e to request &our !ermission to conduct m& stud& entitled HChild-Rearing Practices of Mothers of Children with Attention Deficit-Hyperactivity Disorder; at &our #enter. M& stud& aims to e4amine the child1rearing !ractices of mothers of children -ith 0ttention Deficit1 3&!eracti%it& Disorder aged 511+ &ears old. /t s!ecificall& -ants to see. ans-er to the follo-ing questions= 1. @hat are the child1rearing !ractices of mothers of children -ith 0ttention Deficit1 3&!eracti%it& Disorder in terms of the de%elo!ment of the child8s stud& habitsE

A5 a. in terms of moti%ation strategies -hen de%elo!ing stud& habitsE b. in terms of su!er%ision -hen the child is stud&ingE c. in terms of structuring the home en%ironment in relation to the de%elo!ment of the child8s stud& habitsE *. 3o- do child1rearing !ractices of mothers differ based on their age and ci%il statusE / -ould li.e to request if / could inter%ie- mothers from &our #enter -ho are -illing to !artici!ate in m& stud&. Rest assured that the ans-ers gi%en b& the mothers -ill be strictl& confidential. ,heir !artici!ation -ill be a big hel! to m& stud&. 0ttached is a co!& of the /nformation Sheet for the mothers and the Questions for the /nter%ie- for &our !erusal. /f the mothers -ill not agree for an inter%ie-' the& ha%e an o!tion to email their ans-ers. 3o!ing for &our !ositi%e res!onse. Sincerel&' Maria Lourdes M. Quijano email address= teacherlulu.quijanoVgmail.com contact no= +B*51A*?>+9+ !nfor-ation Sheet !nstr+ctions8 4for the -others5 Jindl& -rite do-n the information needed. #hec. -hat is a!!licable. !7 Personal !nfor-ation A7 Participant 0ge= UUUUUUU Status= UUUUUU Single Mother UUUUUU Married UUUUUU Se!arated 3ighest Educational 0ttainment= UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU Religion= UUUUUUUUUUUUUUUUUUUUUUUUUUU @or.= #hec.' then s!ecif&" UUUUUU Em!lo&ed Place of @or.= UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU UUUUUU @ido-ed UUUUUU Di%orced

AB UUUUUU Self1Em!lo&ed UUUUUU ;on1-or.ing ;umber of #hildren in the Famil& UUUUUU 7o&s UUUUUUU Cirls ;ature of @or.= UUUUUUUUUUUUUUUUUUUUUUUUUUUUUU

Cender of child diagnosed -ith 0D23D= UUUUUUUUUUUUUUUUU 0ge of child diagnosed -ith 0D23D= UUUUUUUUUUUUUUUU 7irth order of the #hild -ith 0D23D= UUUUUUUUUUUUUUUU ,&!e of 0D23D of the child= UUUUUUUUUUUUUUUUUUU Crade Le%el of the child -ith 0D23D= UUUUUUUUUUUUUUUUUU 0%ailable schedule for /nter%ie-= UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU Date and ,ime" ;ame and #ontact ;umber= UUUUUUUUUUUUUUUUUUUUUUUUUUUU II. In-depth Interview

!nstr+ctions8 0ns-er each question belo- as to ho- &ou relate -ith &our child diagnosed -ith 0D23D. 1. @hat acti%ities do &ou share -ith &our child -ith 0D23D at homeE *. @hat acti%ities does &our child regularl& do at homeE routines" a. in the morning b. in the afternoon c. in the e%ening 9. Describe ho- &our child studies at home. 3o- does &our child react to the gi%en assignments2home-or.sE ?. 3o- do &ou moti%ate &our child to stud& and do assigned tas.sE @hat strategies -or.E @hat strategies do notE

D+

A. Do &ou set rules at homeE UUUUUUUUUUUU a. /f &es' -hat are the&E b. 3o- does &our child react to thisE

c. 3o- do &ou address &our child8s reactionE

D. Do &ou set a !articular time for stud&ingEUUUUUUUUUUUU a. /f &es' -henE @hat timeE b. 3o- does &our child react to thisE c. 3o- do &ou address &our child8s reactionE Qune *>' *+1* UUUUUUUUUUUUUUUUUUUUUUUUUUUU Dear Ms. UUUUUUUUUUUUUUUUUUUUUUUUU Cood da&P / -ould li.e to request &our !ermission to !artici!ate in m& stud& entitled H Child-Rearing Practices of Mothers of Children with Attention Deficit-Hyperactivity Disorder; . M& stud& aims to e4amine the child1rearing !ractices of mothers of children -ith 0ttention Deficit1 3&!eracti%it& Disorder aged 511+ &ears old. /t s!ecificall& -ants to ans-er the follo-ing questions= 1. @hat are the child1rearing !ractices of mothers of children -ith 0ttention Deficit1 3&!eracti%it& Disorder in terms of the follo-ing=

D1 a. moti%ation strategies -hen de%elo!ing stud& habitsE b. su!er%ision -hen the child is stud&ingE c. structuring the home en%ironment in relation to the de%elo!ment of the child8s stud& habitsE *. 3o- do child1rearing !ractices of mothers differ based on their age and ci%il statusE / -ould li.e to request if / could inter%ie- &ou to !artici!ate in m& stud&. Rest assured that the ans-ers gi%en -ill be strictl& confidential. Mour !artici!ation -ill be a big hel! to m& stud&. Jindl& ans-er the attached /nformation Sheet and inform the #enter of &our a%ailable time and da& for the inter%ie-. 3o!ing for &our !ositi%e res!onse. Sincerel&' Maria Lourdes M. Quijano email address= teacherlulu.quijanoVgmail.com contact no= +B*51A*?>+9 !nfor-ation Sheet !nstr+ctions8 4for the -others5 Jindl& -rite do-n the information needed. #hec. -hat is a!!licable. !7 Personal !nfor-ation A7 Partcipant 0ge= UUUUUUU Status= UUUUUU Single Mother UUUUUU Married UUUUUU Se!arated 3ighest Educational 0ttainment= UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU Religion= UUUUUUUUUUUUUUUUUUUUUUUUUUU @or.= #hec.' then s!ecif&" UUUUUU @ido-ed UUUUUU Di%orced

D* UUUUUU Em!lo&ed UUUUUU Self1Em!lo&ed UUUUUU ;on1-or.ing ;umber of #hildren in the Famil& UUUUUU 7o&s UUUUUUU Cirls Place of @or.= UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU ;ature of @or.= UUUUUUUUUUUUUUUUUUUUUUUUUUUUUU

Cender of child diagnosed -ith 0D23D= UUUUUUUUUUUUUUUUU 0ge of child diagnosed -ith 0D23D= UUUUUUUUUUUUUUUU 7irth order of the #hild -ith 0D23D= UUUUUUUUUUUUUUUU ,&!e of 0D23D of the child= UUUUUUUUUUUUUUUUUUU Crade Le%el of the child -ith 0D23D= UUUUUUUUUUUUUUUUUU 0%ailable schedule for /nter%ie-= UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU Date and ,ime" Responses of the Participants 1. @hat acti%ities do &ou share -ith &our child -ith 0D23D at homeE Res!ondents Res!onses R1 Stud& together' coloring fine motor s.ills"' gross motor s.ills' !ag .a&a' s!eech R* R9 R? RA RD R> R5 RB R1+ R11 R1* and reading #om!uter' -atch ,<' hel!s in coo.ing' -hen there are %isitors' -elcomes them @atching cartoons2 mo%ies' reading stor&boo.s Mga ga-aing baha&' !agluluto at !aghuhugas ng !inggan 0ns-ering home-or.s' bonding times= !la& time' -atching ,<' !la&ing outside occasional" Read and !la& -ith him -ee.da&s"= !la&' do assignments' e4!lain home-or.s -ee.ends"= thera!&' go out' -atch ,<' <ideo games $sual acti%ities' Manila Foo' !as&al 7ring him and !ic. u! to school e%er&da& Doing home-or.' stud&ing' read boo.s' eat dinner' -atch ,<' accom!an& him until he falls aslee! @atching ,<' !la&ing board games 0lmost all acti%ities' the child has no &a&a an&more

D9 R19 R1? R1A R1D R1> R15 R1B R*+ R*1 R** R*9 R*? R*A R*D R*> R*5 R*B R9+ Stud&ing and doing home-or.' reading boo.s that interest him' !la&ing Pla&' -atch ,< together -ith his 9 brothers and his Dad and he lo%es that ,<' reading' coo.ing sometimes @atch ,<' !la& board games' se-= running stitch' fi4ing clothes of 7arbie Doing home-or.s' -atching ,< Eating' -atching ,< Pla&ing -ith his brother #oo.ing ;aglilinis at nag1aa&os ng gamit Cumaga-a ng assignment @atching ;agluluto' naghuhugas' nag-a-alis ;aglilig!it sa baha& Dail& acti%ities in the house' go to mass' eat @atching ,<' read boo.s2maga(ines @atching ,<' !la& indoor games' !la& -ith la!to!' -al. around the %illage2street Dinner' home-or.2school-or.' -atching ,<' surfing the net about his fa%orite to!ic' reading boo.s' arts and crafts' board games 7a.ing

*. @hat acti%ities does &our child regularl& do at homeE routines" Res!ondents R1 a. in the morning @a.e u!' brea.fast' school= 511=9+!m Res!onses b. in the afternoon 1=9+1*=9+= eat' -atch mo%ies2,< *=9+19 reading once a -ee.' dra-s or !la& -ith R* @a.es u!' eats cereal' oatmeal" School= >=9+1*=9+!m Wgoes to thera!& once a R9 R? RA sister Lunch' goes home b& 1* or *!m' -atches ,<' slee!s but needs to be called 1+4" c. in the e%ening Stud&2reading' follo-ing u! acads' -ash u!' drin. mil.' reading boo.' diretso slee! @atcher ,<' reading a boo.' recalls other stories' slee!s b& 1+1 11!m

-ee. Sat" 1 hr @atching cartoons2mo%ie @atching cartoons2mo%ie @atching cartoons2mo%ie @atches ,<' !la&s' school Studies and earl& bedtime com!uter 3&giene' bath' drin. mil.' eats in the car' 0fter class= tutor' !la&' -atch ,< @atching ,<' dinner' !ra&ing together' BPM

D? school Eat brea.fast and gets read& for school bedtime Schoolda&s= -atches ,< then slee!s @ee.ends= -atch a mo%ie or ha%e dinner as a R> school school famil& @ee.da&s= do assignments' -atch a R5 RB brea.fast School= >=?A19=1+!m Stud& time ,utor after school to ad%ance his lessons' do R1+ Mon1Fri= goes to school Sat= goes to ,hera!& class Sun= !la& com!uter' R11 -atch ,< Pre!aring for school= >=9+19=++PM @atching ,<' !la& com!uter games2to&s' home-or.s Lunch' !la&ing' thera!& once a -ee."' -al.ing e4ercise2climbing u! and R19 do-n stairs D=*+=-a.e u! and !re!are 1*=?+= lunch time for school: >=9+= go to school 1=9+= na! time 9=9+= !la& time home-or.s' !rojects' etc ,utor' !la& com!uter' -atch ,<' reads boo.s' !la& @ii little"' slee! Dinner together Eat dinner together' -atch ne-s' slee!s b& 11PM Pla& some more com!uter till 5=9+PM' do more of his assignments if needed' read boo.s or -atch ,< @atching ,< or !la&ing -ith his to&s' B11+PM=

RD

Do home-or. -ith tutor' Dad

on -ee.ends= s-ims -ith for an hour after dinner

doing and2or finishing his slee!ing time R1* 7rea.fast' bathing time' reading boo.s' school Dinner' -atch ,< sho-s he lo%es to -atch" read boo. * #ha!ters or more" slee!ing time=5=9+ DPM= dinner >=++= stud&2 do home-or. B=++= mil. time R1? @atch ,<' goes to school Pla& -ith his brothers B=9+= bedtime Pla& com!uter

DA R1A ,a.e %itamins' sho-er' go to school' let the dog R1D out Coes to school' .iss Mom goodb&e e%en if Mom is slee!ing #hanges clothes' eat together lunch' chec.s home-or.s' na!time b& *PM' ?=9+1APM -atches fa%orite sho-' A=++1A=9+ t% for &a&a R1> R15 0t school Coes to school Pla&ing %ideo games2com!uter @atch ,<' !la& to&s' read boo.s' !la& R1B /nom ng gatas at nag1 ,< at magsasalang ng R*+ D<D' E4ercise at least 1+ minutes before brea.fast' R*1 R** school E4ercise before going to school' school ;ood ,<' mass' D1> brea.fast' doing acti%ities R*9 R*? R*A R*D R*> and assignments PSP Paggising' naglilig!it ng higaan Eat' hel! cleaning E4ercise' goes to school @atch ,< -hile eating School= 1*=9+1A=9+PM School= 1*=9+1A=9+PM School= 1*=9+1A=9+PM 7as.etball' tutor Pla& to&s @riting home-or.' -atching ,< ;ood ng ,< Eat' -atch ,<' linis ng .ata-an' slee! @atch ,<' food tri! Eat dinner' -atch ,< Pla&ing -ith friends School= 1*1A=9+!m com!uters School' ma.i.i!aglaro sa habulan' !ag ma& .aa-a&' nag-a-ala @atching ,<'!la&ing Re%ie-ing lessons' doing assignments Doing assignments and -atch ,< 0fter dinner' rest' slee! Soccer' tutorial Dinner' night bath' let the dog out' chat -ith mother' bedtime Reca!s the da&= -hat ha!!ened' dinner' clears the table' changes clothes for bedtime' -atches ,<' 5=9+=read a boo. before she slee!s' BPM slee!s -ith music @atching ,< @atch ,<' !la& to&s' read boo.s' !la& com!uters Manonood ulit ng ,<

aalmusal' magbubu.as ng .a!itbaha&' ta.bo'

DD brea.fast' goes to school @ee.da&s= goes to school eats brea.fast @ee.ends= ha%e a hard time eating' !la&ing the R*B la!to! @atching ,< -hile ha%ing brea.fast or !la&ing com!uter games -hile ha%ing brea.fast or brunch

R*5

Lunch' -atch tele%ision' *PM=na!' -hen he -a.es u!' eats his snac.s' stars his home-or.s @ee.da&s= school time @ee.ends= !la&time' reading boo.s' sociali(ing -ith neighbors or going to church

,a.es a bath after dinner' after dinner' -atches ,< or !la& -ith the la!to!

@atching ,<2 !la&ing com!uter games' dinner -ith Mom' after dinner' home-or. time' if momm& falls aslee! either he !la&s -ith his to&s or reads a boo. unrelated to school @atches ,<' re%ie-2do home-or.s

R9+

@ee.da&s= brea.fast' school @ee.ends= 0fter brea.fast' he !la&s games in the com!uter or -atches ,<. Sat= attends Jarate class

0fter lunch= !la& com!uter games thru faceboo.

9. Describe ho- &our child studies at home. 3o- does &our child react to the gi%en assignments2home-or.sE Res!ondents Res!onses R1 0n& !lace in the house' table' distraction=,<' minimal !eo!le around' R* !roblematic in reading and -riting ,ita hel!s him do his home-or.s' chooses the !ages he reads' chooses short !ages first

D> R9 R? RA RD R> R5 RB R1+ R11 R1* R19 R1? R1A R1D R1> R15 R1B R*+ R*1 R** R*9 R*? R*A R*D R*> R*5 R*B R9+ ;ot interested in his home-or.s Cumaga-a ng home-or.' !ero !ag inuutusan' hindi gumaga-a ,utor= 11* hours at $P/S' after-hich sa&s' H@ala naI. or H,a!os naI. Does not com!lain -ith long home-or.s or if he has to read E4tra room= !la&room' e4!lains the assignment and does it on his o-n' de!end on the subject' com!lains if subject is difficult /rritable #om!laint and coo!erati%e in doing his home-or.s but -hen faced -ith challenging tas.s' -ould com!lain and e4hibit %erbal aggression ;eeds !rom!ting and has to be guided' coo!erates to his assignments but has to be reminded to set a time to do it Ma.es his o-n assignments but Mom still does the !rojects Lo%es to stud& and is obedient in the tas. related to school #an do his assignments on his o-n but at times -aits for Mom if it is difficult: goes to another room -ith ,< distraction" Done -ith his home-or.s -hen he gets home' goes to tutor before going home @or.s -ith a tutor after school to maintain structure -hile stud&ing Studies at the dining table or Mom8s room or her o-n room -hen Ma&a -atches ,< do-nstairs' during e4ams= no -atching of ,<' li.es doing home-or.s Doing -ell -ith his home-or.s' is inde!endent Reacti%e -hen he has man& assignments Mahilig mag1dra-ing' !aborito ang Math' mahilig magtanong ng .ung anu1ano Pag hindi naiintindihan' nag!a!aturo o nagtatanong sa Mama o Pa!a Does not feel -ell' tamad minsan Doing -ell sometimes' nangungulit 0ttenti%e Minsan a&a- guma-a ng home-or.' .ailangan e4!lain muna .ung ba.it da!at ga-in nang !aulit1ulit' .ailangan ng !asensi&a ,ime !ara mag1aral' de!ende sa mood' i&a.' ta!os aral Sometimes irritable' mood&' choos& 0ssited b& Mom' does li.e home-or.s $suall& sa&s'I laterI but Mom reminds that there are rules to follo-' ma.es faces and little tantrums De!ends on the to!ic2subject' enthusiastic about home-or.' but should not be too long Cets bored stud&ing' li.es to do something else' as.s to go some-here or to the mall ?. 3o- do &ou moti%ate &our child to stud& and do assigned tas.sE @hat strategies -or.E @hat

D5 strategies do notE Res!ondents moti%ation R1 R* Jno-s that he needs to stud& 3indi !ini!ilit mag1aral Res!onses Strategies that -or. Re-ard s&stem' ha!!& face and sad face Re-ards= go to Qollibee'bu& to&s' ta.ot= threatens na maging basurero' no -or.' R9 R? RA internet Re-ard s&stem re-ard Re-ard s&stem' !oint bu&ing -hat he li.es /f he focuses -ell' he -ill ,al. to him get good grades and -ill get e4tra minutes in -atching ,< R> Re-ard s&stem -ith the hel! of the thera!ist= no. of stars' -ithhold something li.e no ,<' no !la& R5 RB )ne on one tutorial Positi%e reinforcement Re-ards= fa%orite to&s' food' -atching ,< and R1+ Ci%e s!ecific time in -hich to do the assignment: needs R11 ad%ance notice2reminder 3e cannot !la& -ith the com!uter games -ithout !la& his /Pad Ci%e -arning= ma& be grounded from doing his fa%orite acti%it& li.e !la&ing the com!uter Does not coo!erate if im!rom!tu or last minute notice to do his assignment ,inata.ot'ICa-in naPI: belt Strategies that do not -or. Punishment and to.en econom& Pina!agalitan' sinisiga-an

Prohibit to do something'

s&stem= e4. *+!ointsRP*+ -ithhold e4= marbles" RD !unishment

DB finishing his home-or. R1* R19 R1? Re-ard s&stem: De!ri%ing of gadgets Re-ard= more !la& time Re-ard s&stem= go out' -atch mo%ies' bu& his to&s 0t the end of the &ear= re-ard him -ith a material thing or tri! abroad' short term re-ards= tri! to his fa%orite restaurant' nea!!lication on his !hone' -ee.ends= s!ent hanging out -ith friends and R1D Studies ahead riding on the farm @rites cue cards -ith the hel! of Mom' re%ie-ers2test' -hite board' games' stor&telling' timer= *A min -or. and 9+ min R1> brea. )!erant conditioning' re!etition and %erbal R15 R1B commands Re-ard s&stem= more time to !la& the com!uter 7inibg&an ng chocolate .asi !aborito ni&a' isasama sa mall R*+ ,inuturuan at nire1re%ieng lessons n&a bago Punishment2negati%e reinforcements Re!etition' gets bored Punishment= onl& adds stress

,al.= stud& hard and finish assigned tas.s

R1A

Ci%e a rigid schedule' full of acti%ities t o .ee! him from being bored' letting him understand that learning is im!ortant

>+ matulog ,inuturuan at nire1re%ieng lessons n&a bago matulog R** R*9 Re-ard= bu& ne- to&s Cinaga-a n&a .asi alam n&a obligas&on n&a guma-a ng assignment" R*? R*A R*D R*> R*5 3ard time moti%ating because he is easil& distracted 7ibilhan ng doll Promise to bu& ice cream Ci%ing !resent Re-ards= -atch ,<' !la& com!uters ,ell that he -ill fail his subjects and he -on8t be able to go to school and -ill be sent to his dad and sta& -ith him for the rest of his life Re-ard -hen he has high R*B R9+ ,rial and error' listens -ell Re-ard= mone&1 to bu& -hat he -ants ,oo long of stud& time grades e%er& quarter Re-ard s&stem Forcing him to do things

R*1

!ina!agalitan @ill !la& -ith his la!to!1 tends to hurr& u! his -or.

>1

A. Do &ou set rules at homeE UUUUUUUUUUUU a. /f &es' -hat are the&E b. 3o- does &our child react to thisE c. 3o- do &ou address &our child8s reactionE Res!ondents Rules: M2; R1 Mes: ;o -atching %ideos food -hen eating' no R* hitting Mes' minsan nababali"' bago mag1com!uter' ga-a muna ng R9 R? assignment Mes' ;o ,< on -ee.da&s ;ot obe&ing the rules' Mes' hindi naming !ina!alabas !ag .ailangan RA Mes' ;o eating in front of ,<' sharing of tas.s' !aalam before going out to !la&' 1 hour of !la&ing RD outside Mes' onl& an hour of ,' slee! b& BPM 3e is o. -ith these because he is included in the rules ma.ing tantrums ,umata.as at hindi umuu-i ng baha&' naglalaro sa labas' sumisiga0gree' nagdadabog Shout' !alo' consequences of action' !rocess2 e4!lain= H7a.it nagalit si ;ana&EI @hen he gets u!set' lets him settle first then tal.' but -hen he -hines' tells him that his !ri%ileges ,al. and e4!lain to him the situation Pina!agalitan at !inagsasabihan' !ina!alo Res!onses #hild8s reaction 3e com!lies' !ero !ag .a.am!i or minsan inconsistent sa husband Dela&s his -or. Pini!ilit !a din 3o- is the reaction addressed @ithhold e%er&thing unless he follo-s

during school da&s' finish ma& grand!arents a&

>* -ill be ta.en a-a& consistent

R>

Mes' ;o ,< on -ee.da&s' !re!are his o-n things' tas.s gi%en bring do-n his clothes' fi4 clothes"' no hitting' no shouting Mes' no ,< on school da&s Mes' no /!ad and ,< !ri%ilege during school da&s

#onstant reminders: rules in school' rules that are ne- to him

R5 RB

irritable 3e !ractices the house rules and follo-s. Saturda&s = Cadget8s Da&

Jausa!in' longer !atience Ci%ing him %erbal reminders= HQM8s 3ouse RulesI gi%ing him !ri%ilege to !la& his fa%orite to&s and board games E4!lain the im!ortance or reason -h& -e require him to follo- the rules or suffer the consequences

R1+

Mes' eat meals on dining table' do assignment first before other acti%ities' sho- res!ect to househel!' slee! -hen he is told to slee!

0bides b& the rules' but at times needs to be reminded and gi%en !rom!ting' if he doesn8t follo-' he -ill grounded and ta.e a-a& !ri%ilege to !la& the com!uter $!set -hen assignment assignment is eas& Sometimes forgets the rules' need to be -ritten on a -hite board as a reminder Rules -ere HcreatedI -ith child so he ta.es o-nershi!' .no-s -hen he brea.s the rule

R11

Mes' no assignment' no game

Cets mad' tells the child and not for the Mom Frequent reminders and !ointing on the -riting on the -hite board Encourage him to tell u!front -hat he did and al-a&s tell the truth' gi%ing him consequences

is hard' gets e4cited -hen that the rules are for him

R1*

Mes' ;o standing2-al.ing during meal time' minimi(e tal.ing -hile eating Mes' ;o HarteI2tantrums' ta.e care of things' no bad -ords' no touching2.issing others

R19

>9 e4ce!t for famil&' no !ointing2 shouting2hitting an&one' tell Mom and R1? Dad e%er&thing Mes' set a time for !la&ing R1A Mes' ;o ,< or %ideo games unless he is done -ith all his home-or.' let the dog out' read for R1D 9+ min Mes' almost 9+ rules' !osted on the -all' -atch ,< after home-or.' dail& chores' clean &our o-n mess' don8t che-hile &ou tal.' don8t sa&' HboredI' sit !ro!erl&' don8t tal. from the stairs' learn to sa&' HE4cuse R1> me.I Mes' finish his home-or.s2 tas.s before he can do -hate%er he R15 -ants Mes' ma.e bed' eat food on !late' stud& his lesson R1B Mes' h-ag mag.a.alat sa baha&' h-ag ma.i.i!ag1 a-a& sa .a!atid' h-ag mainga& Struggles to finish his food on his !late Pag nagagalit' naghahagis ng gamit' nag-a-ala' sumisigaCi%e him time and moti%ate b& gi%ing re-ards Pinagsasabihan muna' !ag hindi !a tumigil' !ina!alo 3e follo-s some of them De!ends on the intensit& of his res!onse Sometimes' o.' sometimes' sho-s tantrums' HgigilI -hines Follo-s the rules' not onl& for him but his siblings ;o choice but to coo!erate if he -ants to do things that he enjo&s /f he follo-s' there is a re-ard Cet re-arded b& being able to do -hat he -ants li.e -atch ,<' go to friend8s house Sometimes' Htime1outI ' go to the room' tr& not to mind it' tal. after-ards

>? R*+ Mes' hindi !-edeng magbabad sa ,< at magtagal sa labas'.umain R*1 R** R*9 R*? sa tamang oras )o' .umain bago manood Malung.ot minsan' ng ,< minsan Masa&a din Mes' !ag .umain' lilinisin nangungulit ang !inag.ainan Mes' hel! to clean home #oo!erates but at times !inagsasabihan E4!lain ng !aulit1ulit Longer !atience 7eha%e' .ina.ausa! Sumusunod naman Pina!ali-anag !ag hindi sumusunod

mood& Mes' !ag.ata!os maglaro' ). lang .asi na1train na' magbasa ng boo.' a&usin ang gamit .ung saan .inuha Mes' !ag.agising' maglig!it ng higaan at magbasa ;o ;o Mes' ta.e a na! e%er& afternoon' after snac.s in the afternoon' start stud&ing' no !la&ing of la!to! on -ee.da&s e4ce!t Frida& afternoon and Saturda&' no -atching ,< -hile stud&ing Mes' co!&ing his home-or.s minsan na.a.alimutan !ero nire1remind lang Minsan li.e ni&a !ero madalas mood& s&a

R*A

Paulit1ulit na !inagsasabihan

R*D R*> R*5

@hen not in the mood' insists not to stud&' tantrums

Mell at him' e4!lain o him' burst out and cr& in front of him

R*B

Crum!& mood' sna!s bac. and bargains' angr& e4!ression Sometimes follo-' bit most of the time' does not' to get Mom8s

Long tal.' hugs and .isses Cets mad' tells him that it8s bad -hat he is doing

R9+

Mes' stud& time e%er& night from Monda& to ,hursda&' after ta.ing a

>A bath' -i!e self on the bathroom' eat meals at the dining table D. Do &ou set a !articular time for stud&ingEUUUUUUUUUUUU a. /f &es' -henE @hat timeE b. 3o- does &our child react to thisE c. 3o- do &ou address &our child8s reactionE Res!ondents ,ime for stud&ing : M2; R1 /t de!ends' after dinner' -ee.da&s= 11* hrs' R* R9 Sunda&s= 1 hr. ;one' hindi nasusunod Mes' afternoon Res!onses #hild8s reaction ). naman' gusto n&a nag1aaral sa gabi' minsan nagrere.lamo Sometimes' he is o. but most of the time' he does not -ant to stud& R? RA ;o Mes' tutor after class' e%er&da& e4ce!t RD R> -ee.ends Mes' after school around ?PM Mes' after dinner or if he goes home earl&' does it R5 RB right a-a& Mes' after school afternoon' rest first ,utorial session e%er&da&' Sunda& after class R1+ Mes' usuall& in the e%enings' after dinner' irritable #om!lies and !erforms the acti%ities !resented to him' sho-s agitation' and com!lains $sed to it alread&' .no-s his dut& to do his E4!lain to him -h& it is im!ortant to stud&' 3e is o. -ith it because it is in his s&stem 3e follo-s 0!!reciate his efforts' constant !raise $ulitin' bribe' re-ard Ci%es cues and !rom!ts Minsan naghahabulan 7rea.=1A min' incenti%es marbles" 3o- is the reaction addressed E4!lain lang nang mabuti' constant reminders $ntil no- m& big !roblem attention

>D -ee.ends= afternoon home-or.s and stud& constant reminders' !atience and R11 Mes' before dinner time' D1>PM R1* Mes' bet-een 91APm 3e is used to it' at times &ells 0djusts -ell to the schedule set understanding ,ell him it is %er& im!ortant to get -hat ne needs and -ant in life #ommend son for a job -ell done and !raises are gi%en' no hesitations for R19 Mes' around >PM' after dinner Finishes his -or.' but at times reasons out that he does not understand his R1? Mes' during -ee.da&s= after class goes directl& to tutorial: -ee.end=A1 R1A >PM Mes' after soccer' if a!!licable D=9+ or after dinner de!ending on the R1D R1> R15 schedule Mes' after na!' an hour e%er&da& ;o Mes' before going to bed' >PM R1B Mes' minsan !ag.agaling minsan after n&a maglaro R*+ E%er&da&' e%er& A1DPM then .a.ain ta!os aral ulit Positi%e' negotiation2 com!romise #om!lain all the time' -ill stud& Ja!ag sinisi!ag' na.i.i1 !ina!ansin= thumbsuc. Sumusunod naman s&a /t -or.s for him Encouragement and delight' tells him being res!onsible' gets affirmed -ith it Does not !ush if not in mood Ci%ing him moti%ation to home-or.s Sometimes he studies' sometimes not ,al. to him' he -ill get a re-ard if he studies hugs and .isses Sit do-n -ith him and do the acti%ities together

struggle but e%entuall& he finish stud&ing /nuuto .o s&a at sinasabihan na big bo& na s&a .a&a da!at hindi nas&a mag thumbsuc. Sinasabi na matutu-a dahil gusto n&a na

sa school' nire1re%i-e .o' coo!erate' !ag hindi

>> hanggang 5PM )o' before going to slee! Mes' morning ;o Mes' 1+111= read boo.s Mes' morning doing assignment ;o ;o Mes' during -ee.da&s' e%er& afternoon after his R*B na!' ?1APM Mes' before bedtime natutu-a .ami sa .an&a ;o comment minsan .asi !agod na e4!lanation

R*1 R** R*9 R*? R*A R*D R*> R*5

). lang sa .an&a Masunurin' a&a- !aulit1 ulit ). lang' !ero mood& lang talaga Minsan sumusunod de!ende sa mood Ma.es faces' but still follo-s' tantrums Fights' bargains in doing his school &ear

Mahabang !asens&a ;a.i.i1coo!erate naman

Re!eats not to ma.e faces1 its disres!ectful E4!lain to him that he needs to be res!onsible and inde!endent' lea%es instructions for him before lea%ing his -or. Shouts and tells him not to a%oid stud&ing

R9+

Mes' Mon1,hur 1>1BPM' at times' brea. from 5=9+1B=1A and continue u! to 1+PM

Difficult because some famil& members -atch teleno%elas and tends to -atch as -ell

>5