Thesis:

Effectiveness of effective teaching strategies and behavior management program on academic progress and self-management of hyperactive students

The current research was conducted with the aim of effective teaching strategies and behavior management program on academic progress and self-management of hyperactive students. This research was a semi-experimental type with pre-test-post-test and control group. The statistical population included primary school children with hyperactivity in Sabzevar city. These students were 136 people in the year 1402-1403 who had referred to the specialized counseling centers for children and adolescents in Sabzevar city, out of which 36 people were selected as a sample using the available method and in two experimental and control groups. They were selected based on the scoring of the Hermans Progress Motivation Questionnaire (1970) and the Daily Self-Management Questionnaire (Houghton and Neck, 2002). After the pre-test, the experimental group used the effective teaching strategies training program and the behavior management program taken from the book "Effective methods in teaching elementary school books" written by Rostami, Mozafar and Ebrahimi (2018) for 8 weeks (one session per week) and each session 90 Minutes in one of the counseling centers, which took place with the coordination of the center, received effective teaching training, and the other group did not receive a test, and after that, a post-test was conducted. The obtained data were analyzed using SPSS-24 software and analysis of covariance test. The findings showed that the eta coefficient for academic achievement and self-management variables is 0.359 and 0.672, respectively, so the effectiveness of effective teaching strategies and behavior management program on academic achievement and self-management is high, and in academic achievement, the index is more than It is a self-administered variable.

Keywords: effective teaching strategies and behavior management program, academic progress, self-ma