PENGURUSAN TINGKAH LAKU KANAK-KANAK BERKEPERLUAN KHAS: KAJIAN KES KANAK-KANAK ATTENTION DEFICIT HYPERACTIVITY DISORDER (Behavior Management of Children with Special Needs: A Case Study of Children with Attention Deficit Hyperactivity Disorder)

Abstract

ABSTRAK

Kajian ini bertujuan untuk meneroka pendekatan pengurusan tingkah laku dan keberkesanan intervensi pendidikan terhadap murid yang didiagnosis dengan Attention Deficit Hyperactivity Disorder (ADHD) dalam konteks pendidikan inklusif di Malaysia. Kajian ini menggunakan reka bentuk kajian kes kualitatif dengan seorang murid lelaki berumur enam tahun sebagai subjek utama. Kaedah pengumpulan data merangkumi pemerhatian, temu bual bersama guru dan analisis dokumen seperti Rancangan Pengajaran Individu (RPI) dan hasil kerja murid. Dapatan kajian menunjukkan bahawa murid ADHD menghadapi kesukaran memberi tumpuan, cenderung menunjukkan tingkah laku hiperaktif dan impulsif serta mengalami ketidakstabilan emosi yang memberi kesan terhadap penglibatan dalam aktiviti pembelajaran. Pelaksanaan intervensi dan penggunaan RPI yang berstruktur didapati berkesan dalam membantu meningkatkan kemahiran sosial, fokus dan pengawalan diri murid. Walau bagaimanapun, cabaran seperti kekurangan latihan guru dalam pendidikan khas, persekitaran pembelajaran yang kurang responsif dan kebergantungan tinggi murid kepada guru dikenal pasti sebagai faktor yang menjejaskan keberkesanan pengurusan tingkah laku. Kajian ini mencadangkan pelaksanaan intervensi yang lebih fleksibel, peningkatan latihan profesional guru dan penglibatan aktif ibu bapa sebagai strategi penambahbaikan dalam menyokong perkembangan holistik murid ADHD di peringkat awal kanak-kanak.

Kata kunci: ADHD; pendidikan inklusif; intervensi; pengurusan tingkah laku

ABSTRACT

This study aims to explore the approach to behavior management and the effectiveness of educational interventions for students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) in the context of inclusive education in Malaysia. This study uses a qualitative case study design with a six-year-old male student as the main subject. Data collection methods include observation, interviews with teachers and analysis of documents such as Individualized Instructional Plans (IIPs) and student work. The findings show that ADHD students face difficulty in focusing, tend to show hyperactive and impulsive behavior and experience emotional instability that affects their engagement in learning activities. The implementation of interventions and the use of structured IIPs were found to be effective in helping to improve students' social skills, focus and self-regulation. However, challenges such as lack of teacher training in special education, less responsive learning environments and high dependency of students on teachers were identified as factors that affect the effectiveness of behavior management. This study suggests the implementation of more flexible interventions, increased professional training of teachers and active involvement of parents as improvement strategies in supporting the holistic development of ADHD students in early childhood.

Keywords: ADHD; inclusive education; intervention; behavior management.