2020 Volume 44 Issue 1 Pages 161-171
We adapted theory of cognitive process to the intervention for a student with ADHD. The purpose of the present study was to suggest how to know emotional state and control by himself under looking back on the past. We talked about events which was in school and asked him how felt then. Moreover, we asked him to express your emotion for each event, through utilizing a worksheet. To visualize the degree of emotion, it seemed that he found significance in “visualization of emotions” and began to notice the relationship between his actions and emotions. Moreover, it seems that he was doing self-monitoring of emotions at home and school voluntarily. Therefore, we suggested that it is effective that intervention based on the evaluation of cognitive characteristic, and we could adjust the situation for each student by utilizing the worksheet, and get an opportunity to explain how he feels. Furthermore, his parents or his teachers also could understand how he feels, and his emotion would change by the order of events or physical condition, even if the same situation.
