Intervention programmes for students with ADHD in the school context: a sistematic rewiew of literature

• Autor(a) principal: Paiano, Ronê
• Data de Publicação: 2018
• Outros Autores: Carvalho, Ariane Cristina Ramello de, Flor, Cristiane Marx, Abissamra, Renata Generoso Campoli, Carreiro, Luiz Renato Rodrigues
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/28255
• topic: Hyperactivity; Inattention; Intervention programs; School.; Hiperactividad; La falta de atención; Programas de intervención; Escuelas.; Hiperatividade; Desatenção; Programas de intervenção; Escolas.

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by high levels of inattention, disorganization, hyperactivity-impulsiveness, and persists throughout the lifespan. Children and adolescents with ADHD frequently present learning difficulties and behavioral problems at school. Early identification and promotion of intervention programs with such children can mitigate difficulties and stimulate long-term development. The purpose of this systematic review was to investigate ADHD intervention programs conducted in the school context. The literature was retrieved via PubMed, Scielo and Pepsic databases, using the following descriptors: (ADHD) AND (school-based) AND (intervention or program or training), and their correlates in the Portuguese language. The inclusion criteria established that the articles should be empirical, written in Portuguese or English, published between 2012 and 2017, and utilize interventions with ADHD children and/or adolescents within the school context. 37 articles were found in PubMed, 4 in Scielo, and none in Pepsic. After submitting to the inclusion and exclusion criteria, nine studies were left for scrutiny. The results of the analyses showed a broad spectrum of methodologies utilized in the studies, such as the use of computerized activities, parents and teachers’ training programs, psychosocial interventions and the practice of challenging tasks within the classroom context. Seven studies showed that the intervention programs promoted amelioration of ADHD symptoms and enhancement in academic, social and organizational skills and/or executive functions.