| Abstrakt: |
Introduction: Attention-deficit hyperactivity disorder (ADHD) is a common neurological disorder that is most often diagnosed during childhood. According to Barkley, the root of this disorder is a deficiency in the executive functions. Barkley's executive functioning (EF) theory and stories that incorporate the relevant components and attributes of EF with a bibliotherapy approach can help reduce the symptoms of this disorder. The purpose of this research is to identify the relevance of the content of the stories of the age group "A", "B" and "A / B" published in the years 2006 to 2016 with components of Barkley's extended theory of inhibition behavior. Methodology: This research is an applied research carried out by a survey method and qualitative content analysis. To collect information two checklists were prepared. One consists of the bibliographic information of stories and the other incorporates the components and related features in Barkley's extended theory of inhibition behavior. Of 382 stories in the research population, 70 stories which had the minimum executive functions of Barkley 's theory were considered for this research. Findings: Among the stories which were analyzed, the components of the executive functions of Barkley's theory were identified in 75.71% and the main character represents mal-function against an event and experiences its undesirable consequences in 24.28%. Among the stories identified in the first group, 3 patterns were identified for teaching executive functions to children. The first pattern consists of stories in which the personality of the story showed inhibition behavior against an immediate event. But then, he/she realizes his/her mistake, changes his/her behavior and achieves the desired result by performing executive functions. In stories of the second pattern, the character of the story performs the executive functions against the immediate event from the very beginning and comes to a good result. The third pattern includes stories in which the first character has noninhibition behavior against an incident; but the other person of the story performs the executive functions and experiences the desired outcome. Also, the analysis of stories indicates that the presence of each executive functions of Barkley's theory varies in the studied stories analyzed in this research. Conclusion: The results of this study show that the stories in which executive functions elements were identified could be considered as suitable tools for teaching self-regulation to ADHD children through bibliotherapy. Publishers, writers, psychologists, librarians and parents can use the practical suggestions of this research. [ABSTRACT FROM AUTHOR] |
