Abstract:

This study aims to examine the effect of attention and coping skills training on the improvement of attention and coping skills of inclusive students with Attention Deficit and Hyperactivity Disorder. It was conducted through the mixed method by using the quantitative and qualitative methods together. This study was conducted with the permission of Konya Provincial Directorate of National Education in the 2018-2019 education year. The participants were students with Attention Deficit and Hyperactivity Disorder and their parents. The current study lasted 10 weeks in the spring of 2018-2019 education year. The data were collected through the Stroop TBAG test, Cancellation Test, KidCOPE Scale, and Parent Interview Form.  A statistically significant difference is found between the pretest and posttest scores of positive coping, anger accusation and avoidance points (p<0,05). Consequently, it is found that the training has a positive effect on the coping skills of children. The results of the Turkish version of the cancellation test show a significant difference between the experimental group’s pretest-posttest results in all sub-tests except regular letters total scanning, irregular letter number of wrong targets and regular letters number of canceled targets sub-test. The pretest and posttest Stroop test results of the experimental group shows that there is a significant difference in many subtests. However, section 3 error and time, section 4 error and section 5 correction subtests are found insignificant. A significant difference is found in all the others. In the interviews with the families, it was determined that the education process had positive contributions to the coping skills of the children.

Keywords: