Intervention guidelines with students with Attention Deficit Hyperactivity Disorder (ADHD)
DOI:
https://doi.org/10.24310/IJNE.9.2022.13572Keywords:
Attention Deficit Hyperactivity Disorder, Intervention, Learning process, Teaching processAbstract
Attention Deficit Hyperactivity Disorder (ADHD) is a very heterogeneous neurodevelopmental disorder whose symptoms usually begin in childhood and remain, although to a lesser degree and with variable characteristics, during adolescence and adulthood. It is estimated that the global prevalence is around 7.2% with a higher presence in men than in women and that the mean age of diagnosis is 7 years. Therefore, it is very likely that in any classroom we can find at least two students with this type of disorder. In addition, Attention Deficit Hyperactivity Disorder (ADHD) is usually associated with learning disorders, motor coordination disorders, conduct disorders, anxiety disorders, mood disorders, sleep disorders or simple language delays that have a great repercussion in the academic field. The aim of this article is to promote the integration and educational process of students with Attention Deficit Hyperactivity Disorder (ADHD). In the first place, a review is made of the historical evolution of this disorder in order to understand its current conceptualization and determine which are the main manifestations and the areas most affected by students in the classroom. Subsequently, a series of intervention guidelines or general and specific organizational and methodological guidelines are specified that aim to favor their teaching learning process and their correct inclusion.
Downloads
Download data is not yet available.
Metrics
Metrics Loading ...
References
Abad Mas, L., Ruiz Andrés, R., Moreno Madrid, F., Sirera Conca, M. A., Cornesse, M., Delgado-Mejía, I. V. y Etchepareborda, M. C. (2011). Entrenamiento de funciones ejecutivas en el trastorno por déficit de atención/hiperactividad. Revista de Neurología, 52, 77-83.
Alderson, R. M., Rapport, M. D., Sarver, D. E., y Kofler, M. J. (2008). ADHD and behavioral inhibition; A re-examination of the stop-signal task. Journal of Abnormal Child Psychology, 36, 989-998. http://dx.doi.org/10.1007/s10802-008-9230-z
American Psychiatric Association (1968). Diagnostic and Statistical Manual of Mental Disorders. DSM II. (Second Edition). Washington, D.C.: American Psychiatric Association.
American Psychiatric Association (1980). Diagnostic and Statistical Manual of Mental Disorders. DSM III. (Third Edition). Washington, D.C.: American Psychiatric Association.
American Psychiatric Association (1987). Diagnostic and Statistical Manual of Mental Disorders. DSM III-R. Washington, D.C.: American Psychiatric Association.
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders. DSM V. (5th Edition). Washington, D.C.: American Psychiatric Association.
Anderson, P. J. (2002). Assessment and development of executive function (FE) during childhood. Child Neuropsychology, 8, 71-82. http://dx.doi.org/10.1076/chin.8.2.71.8724
Anderson, P. J. (2008). Towards a developmental model of executive function. En V. Anderson, R. Jacobs y Anderson (Eds.), Executive Functions and the Frontal Lobes: A lifespan Perspective (pp. 3-22). New York: Taylor y Francis Group.
Baddeley, A. (2007). Working memory, thought, and action. Oxford: Oxford University Press.
Bandura, A. (1974). Behavior theory and the models of man. American Psychologist, 197, 28, 859-869.
Barkley, R. A. (2011). La naturaleza del TDAH: las funciones ejecutivas y la autorregulación. Parte I. Curso para profesionales. Fundación Educación Activa y Fundación Mapfre. https://www.aepap.org/sites/default/files/profesionales-cap-02.pdf
Bell, R. Q. y Harper, L. V. (1977). Child Effects on Adults. Hillsdale, NJ.: Erlbaum.
Bradley, C. (1937). The behavior of children receiving benzedrine. American Journal of Psychiatry, 94, 577-585.
Brown, T. E. (2006). Executive functions and attention deficit hyperactivity disorder: Implications of two conflicting views. International Journal of Disability, Development and Education, 53(1), 35–46. https://doi.org/10.1080/10349120500510024
Chess, S. (1979). Development theory revisited: findings of longitudinal study. Canadian journal of psychiatry, 24, 101-112.
CREENA (2012). Guía para el profesorado. Entender y atender al alumnado con déficit de atención e hiperactividad (TDAH) en las aulas. Pamplona: Gobierno de Navarra. http://www.ite.educacion.es/formacion/materiales/186/cd/m1/evolucin_histrica_del_concepto_tdah.html
Crichton, A. (1798). An inquiry into the nature and origin of mental derangement. Comprehending a concise system of the psysiology and pathology of the human mind and a history of the passions and their effects. London: Cadell Junior.
Del Castillo, J.M. (1996). Mapas conceptuales en Matemáticas. Revista de didáctica de las matemáticas, 27, 45-58.
Ebaugh, F.G. (1923). Neuropsychiatric sequelae of acute epidemic encephalitis in children, American of Diseases of Children, 5, 89- 97.
Hoffmann, H. (1845). Der Struwwelpeter. Frankfurt: Literarische Anstalt.
Hohman, L. B. (1922). Post-encephalitic behavior disorder in children. John Hopkins Hospital Bulletin, 33, 372-375.
Huang-Pollock, C. L., Karalunas, S. L., Tam, H. y Moore, A. N. (2012). Evaluating vigilance deficits in ADHD: A meta-analysis of CPT performance. Journal of Abnormal Psychology, 121, 360-371. http://dx.doi.org/10.1037/a0027205
Huang-Pollock, C. L., Nigg, J. T. y Halperin, J. M. (2006). Single dissociation findings of ADHD déficits in vigilance but not anterior or posterior attention systems. Neuropsychology, 20, 420-429. http://dx.doi.org/10.1037/0894-4105.20.4.420
Johnson, D. W., Johnson, R. T. y Holubec, E. J. (1991). El aprendizaje cooperativo en el aula. Buenos Aires: Paidós.
Junta de Castilla y León (2017). II Plan de atención a la diversidad en la educación de Castilla y León. Acuerdo 29/2017, de 15 de junio. (BOCYL de 19 de Junio de 2017).
Kahn E. y Cohen L.H. (1934). Organic drivenners a brainstem síndrome and experience, New England Journal of Medicine, 5, 748-756.
Lasa, A. (2001). Hiperactividad y trastornos de la personalidad I sobre la hiperactividad. Cuadernos de psiquiatría y psicoterapia del niño y del adolescente, 31/32, 5-81.
Lezak, M. D. (1987). Relationship between personality disorders, social disturbances and physical disability following traumatic brain injury. Journal of Head Trauma Rehabilitation, 2, 57-69.
Lezak, M. D., Howiekson, D. B. y Loring, D. W. (2004). Neuropsychological Assessment (4th ed.). New York: Oxford University Press.
Lijffijt, M., Kenemans, J. L., Verbaten, M. N. y Van Engeland, H. (2005). A meta-analytic review of stopping performance in attention-deficit/hyperactivity disorder: Deficient inhibitory motor control? Journal of Abnormal Child Psychology, 114, 216-222. http://dx.doi.org/10.1037/0021-843X.114.2.216
Miranda, A. (Coord.). (2011). Manual práctico de TDAH. Madrid: Síntesis.
Miranda, A., Amado, L. y Jarque, S. (2001). Trastornos por déficit de atención con hiperactividad. Una guía práctica. Málaga: Aljibe.
Morales, P. y Landa, V. (2004). Aprendizaje basado en problemas. teoría, 13, 145-157.
Norman, G. y Schmidt, H. G. (1992). The psychological basis of problem-based learning: A review of the evidence. Academic Medicine, 67, 557-565.
Orjales, I. (2000). Déficit de atención con hiperactividad: el modelo híbrido de las funciones ejecutivas de Barkley. Revista Complutense de Educación, 11 (1), 71 -84.
Orjales, I. (2005). Déficit de atención con hiperactividad. Manual para padres y educadores. Madrid: CEPE.
Rapport, M. D., Orban, S. A., Kofler, M. J. y Friedman, L. M. (2013). Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic review of cognitive, academic, and behavioral outcomes. Clinical Psychology Review, 33, 12237-1252. http://dx.doi.org/10.1016/j.cpr.2013.08.005
Sarver, D., Rapport, M. A., Kofler, M. J., Scanlan, S. W., Raiker, J. S., Altro, T. A. y Bolden, J. (2012). Attention problems, phonological short-team memory, and visuospatial short-term memory: Differential effects on near-and long term scholastic achievement. Learning and Individual Differences, 22, 8-19. http://dx.doi.org/10.1016/j.lindif.2011.09.010
Shallice, T. (1982). Specific impairment of planning. Philosophical Transactions of the Royal Society: Biological Sciences, 298, 199-209. http://dx.doi.org/10.1098/rstb.1982.0082
Still, G.F. (1902). The Coulstonian lectures on some abnormal physical conditions in children. Lancet, 1, 1008-1012, 1077-1082, 1163- 1168.
Tredgold, A.F. (1908). Mental deficiency: Amentia. Balliere. New York: Wood.
Vallés, A. (2002). Curso de intervención psicopedagógica en los trastornos de atención, hiperactividad e impulsividad. Valencia: Promolibro.
Willcut, E.G., Doyle, A. E., Nigg, J. T., Faraone, S. V. y Pennington, B. F. (2005). Validity of the executive function theory of attention-deficit/hyperactivity disorder: A met-analytic review, Biological Psychiatry, 57, 1336-1346. http://dx.doi.org/10.1016/j.biopsych.2005.02.006
Alderson, R. M., Rapport, M. D., Sarver, D. E., y Kofler, M. J. (2008). ADHD and behavioral inhibition; A re-examination of the stop-signal task. Journal of Abnormal Child Psychology, 36, 989-998. http://dx.doi.org/10.1007/s10802-008-9230-z
American Psychiatric Association (1968). Diagnostic and Statistical Manual of Mental Disorders. DSM II. (Second Edition). Washington, D.C.: American Psychiatric Association.
American Psychiatric Association (1980). Diagnostic and Statistical Manual of Mental Disorders. DSM III. (Third Edition). Washington, D.C.: American Psychiatric Association.
American Psychiatric Association (1987). Diagnostic and Statistical Manual of Mental Disorders. DSM III-R. Washington, D.C.: American Psychiatric Association.
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders. DSM V. (5th Edition). Washington, D.C.: American Psychiatric Association.
Anderson, P. J. (2002). Assessment and development of executive function (FE) during childhood. Child Neuropsychology, 8, 71-82. http://dx.doi.org/10.1076/chin.8.2.71.8724
Anderson, P. J. (2008). Towards a developmental model of executive function. En V. Anderson, R. Jacobs y Anderson (Eds.), Executive Functions and the Frontal Lobes: A lifespan Perspective (pp. 3-22). New York: Taylor y Francis Group.
Baddeley, A. (2007). Working memory, thought, and action. Oxford: Oxford University Press.
Bandura, A. (1974). Behavior theory and the models of man. American Psychologist, 197, 28, 859-869.
Barkley, R. A. (2011). La naturaleza del TDAH: las funciones ejecutivas y la autorregulación. Parte I. Curso para profesionales. Fundación Educación Activa y Fundación Mapfre. https://www.aepap.org/sites/default/files/profesionales-cap-02.pdf
Bell, R. Q. y Harper, L. V. (1977). Child Effects on Adults. Hillsdale, NJ.: Erlbaum.
Bradley, C. (1937). The behavior of children receiving benzedrine. American Journal of Psychiatry, 94, 577-585.
Brown, T. E. (2006). Executive functions and attention deficit hyperactivity disorder: Implications of two conflicting views. International Journal of Disability, Development and Education, 53(1), 35–46. https://doi.org/10.1080/10349120500510024
Chess, S. (1979). Development theory revisited: findings of longitudinal study. Canadian journal of psychiatry, 24, 101-112.
CREENA (2012). Guía para el profesorado. Entender y atender al alumnado con déficit de atención e hiperactividad (TDAH) en las aulas. Pamplona: Gobierno de Navarra. http://www.ite.educacion.es/formacion/materiales/186/cd/m1/evolucin_histrica_del_concepto_tdah.html
Crichton, A. (1798). An inquiry into the nature and origin of mental derangement. Comprehending a concise system of the psysiology and pathology of the human mind and a history of the passions and their effects. London: Cadell Junior.
Del Castillo, J.M. (1996). Mapas conceptuales en Matemáticas. Revista de didáctica de las matemáticas, 27, 45-58.
Ebaugh, F.G. (1923). Neuropsychiatric sequelae of acute epidemic encephalitis in children, American of Diseases of Children, 5, 89- 97.
Hoffmann, H. (1845). Der Struwwelpeter. Frankfurt: Literarische Anstalt.
Hohman, L. B. (1922). Post-encephalitic behavior disorder in children. John Hopkins Hospital Bulletin, 33, 372-375.
Huang-Pollock, C. L., Karalunas, S. L., Tam, H. y Moore, A. N. (2012). Evaluating vigilance deficits in ADHD: A meta-analysis of CPT performance. Journal of Abnormal Psychology, 121, 360-371. http://dx.doi.org/10.1037/a0027205
Huang-Pollock, C. L., Nigg, J. T. y Halperin, J. M. (2006). Single dissociation findings of ADHD déficits in vigilance but not anterior or posterior attention systems. Neuropsychology, 20, 420-429. http://dx.doi.org/10.1037/0894-4105.20.4.420
Johnson, D. W., Johnson, R. T. y Holubec, E. J. (1991). El aprendizaje cooperativo en el aula. Buenos Aires: Paidós.
Junta de Castilla y León (2017). II Plan de atención a la diversidad en la educación de Castilla y León. Acuerdo 29/2017, de 15 de junio. (BOCYL de 19 de Junio de 2017).
Kahn E. y Cohen L.H. (1934). Organic drivenners a brainstem síndrome and experience, New England Journal of Medicine, 5, 748-756.
Lasa, A. (2001). Hiperactividad y trastornos de la personalidad I sobre la hiperactividad. Cuadernos de psiquiatría y psicoterapia del niño y del adolescente, 31/32, 5-81.
Lezak, M. D. (1987). Relationship between personality disorders, social disturbances and physical disability following traumatic brain injury. Journal of Head Trauma Rehabilitation, 2, 57-69.
Lezak, M. D., Howiekson, D. B. y Loring, D. W. (2004). Neuropsychological Assessment (4th ed.). New York: Oxford University Press.
Lijffijt, M., Kenemans, J. L., Verbaten, M. N. y Van Engeland, H. (2005). A meta-analytic review of stopping performance in attention-deficit/hyperactivity disorder: Deficient inhibitory motor control? Journal of Abnormal Child Psychology, 114, 216-222. http://dx.doi.org/10.1037/0021-843X.114.2.216
Miranda, A. (Coord.). (2011). Manual práctico de TDAH. Madrid: Síntesis.
Miranda, A., Amado, L. y Jarque, S. (2001). Trastornos por déficit de atención con hiperactividad. Una guía práctica. Málaga: Aljibe.
Morales, P. y Landa, V. (2004). Aprendizaje basado en problemas. teoría, 13, 145-157.
Norman, G. y Schmidt, H. G. (1992). The psychological basis of problem-based learning: A review of the evidence. Academic Medicine, 67, 557-565.
Orjales, I. (2000). Déficit de atención con hiperactividad: el modelo híbrido de las funciones ejecutivas de Barkley. Revista Complutense de Educación, 11 (1), 71 -84.
Orjales, I. (2005). Déficit de atención con hiperactividad. Manual para padres y educadores. Madrid: CEPE.
Rapport, M. D., Orban, S. A., Kofler, M. J. y Friedman, L. M. (2013). Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic review of cognitive, academic, and behavioral outcomes. Clinical Psychology Review, 33, 12237-1252. http://dx.doi.org/10.1016/j.cpr.2013.08.005
Sarver, D., Rapport, M. A., Kofler, M. J., Scanlan, S. W., Raiker, J. S., Altro, T. A. y Bolden, J. (2012). Attention problems, phonological short-team memory, and visuospatial short-term memory: Differential effects on near-and long term scholastic achievement. Learning and Individual Differences, 22, 8-19. http://dx.doi.org/10.1016/j.lindif.2011.09.010
Shallice, T. (1982). Specific impairment of planning. Philosophical Transactions of the Royal Society: Biological Sciences, 298, 199-209. http://dx.doi.org/10.1098/rstb.1982.0082
Still, G.F. (1902). The Coulstonian lectures on some abnormal physical conditions in children. Lancet, 1, 1008-1012, 1077-1082, 1163- 1168.
Tredgold, A.F. (1908). Mental deficiency: Amentia. Balliere. New York: Wood.
Vallés, A. (2002). Curso de intervención psicopedagógica en los trastornos de atención, hiperactividad e impulsividad. Valencia: Promolibro.
Willcut, E.G., Doyle, A. E., Nigg, J. T., Faraone, S. V. y Pennington, B. F. (2005). Validity of the executive function theory of attention-deficit/hyperactivity disorder: A met-analytic review, Biological Psychiatry, 57, 1336-1346. http://dx.doi.org/10.1016/j.biopsych.2005.02.006
Downloads
Published
2022-05-18
How to Cite
Carbajo Vélez, M. D. C. (2022). Intervention guidelines with students with Attention Deficit Hyperactivity Disorder (ADHD). International Journal of New Education, (9), 137–161. https://doi.org/10.24310/IJNE.9.2022.13572
Issue
Section
ARTICLES
License
Las obras se publican en edición electrónica bajo una licencia Creative Commons Reconocimiento-NoComercial 4.0 España: se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que:
a) Se cite la autoría y la fuente original de su publicación (revista,
editorial y URL de la obra.
b) No se usen para fines comerciales.
c) Se mencione la existencia y especificaciones de esta licencia de uso.
Será responsabilidad exclusiva de los autores obtener los permisos necesarios de las imágenes que estén sujetas a derechos de autor.
16.png)
