Intervention guidelines with students with Attention Deficit Hyperactivity Disorder (ADHD)

Abstract

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.