School Interventions for ADHD: A Literature Review (2000-2018)

Detalhes bibliográficos
Autor(a) principal: Santos, Waleska Mascarenhas dos
Data de Publicação: 2019
Outros Autores: Albuquerque, Alessandra Rocha de
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Psicologia (Universidade Presbiteriana Mackenzie. Online)
Texto Completo: http://editorarevistas.mackenzie.br/index.php/ptp/article/view/11463
Resumo: Attention-Deficit Hyperactivity Disorder (ADHD) affects between 3% and 6% of the child population, which presents high rates of failure and school dropout. In this perspective, interventions implemented in the school context, especially in the classroom, are relevant for the educational process of students with ADHD. The objective of the present study was to retrieve publications about school interventions carried out with children and adolescents with ADHD through a literature review in the period between 2000 and 2018. Empirical peer-reviewed studies, written in Portuguese or English were selected in the data base Portal de Periódicos Capes. Thirty three articles met the inclusion criteria, only two Brazilian studies. The results showed positive effects of different intervention strategies on typical ADHD and academic repertoires encouraging new investigations and applications.
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spelling School Interventions for ADHD: A Literature Review (2000-2018)Intervenciones Escolares para TDAH: Una Revisión de la Literatura (2000-2018)Intervenções Escolares para o TDAH: Uma Revisão da Literatura (2000-2018)TDAH intervenções escolaresrevisão da literaturacriançasadolescentesTDAHintervenciones escolaresrevisión de la literaturaniñosjóvenesADHDschool interventionsliterature reviewchildrenadolescentsAttention-Deficit Hyperactivity Disorder (ADHD) affects between 3% and 6% of the child population, which presents high rates of failure and school dropout. In this perspective, interventions implemented in the school context, especially in the classroom, are relevant for the educational process of students with ADHD. The objective of the present study was to retrieve publications about school interventions carried out with children and adolescents with ADHD through a literature review in the period between 2000 and 2018. Empirical peer-reviewed studies, written in Portuguese or English were selected in the data base Portal de Periódicos Capes. Thirty three articles met the inclusion criteria, only two Brazilian studies. The results showed positive effects of different intervention strategies on typical ADHD and academic repertoires encouraging new investigations and applications.El Trastorno de Déficit de Atención/Hiperactividad (TDAH) acomete entre el 3% y el 6% de la población infantil la cual presenta índices elevados de fracaso y evasión 184 Psicologia: Teoria e Prática, 21(3), 183-204. São Paulo, SP, set.-dez. 2019. ISSN 1980-6906 (on-line).Waleska M. dos Santos, Alessandra R. de Albuquerqueescolar. En esta perspectiva, intervenciones realizadas en el contexto escolar y, principalmente, en el aula, son relevantes para el proceso educativo de los estudiantes com TDAH. El presente estudio tuvo como objetivo recuperar las publicaciones relativas a intervenciones escolares realizadas con niños y jóvenes con TDAH, por medio de la revisión de la literatura em el período compreendido entre 2000 y 2018. Fueron selecionados los estudios en portugués o inglés, empíricos y revisados por pares en la base de datos Portal de Periódicos Capes. Treinta y tres artículos atendían a los criterios de inclusión, apenas dos brasileños. Los resultados evidenciaron efectos positivos de diferentes estrategias interventivas sobre el repertorio típico del TDAH y académicos incentivando nuevas investigaciones y aplicaciones.O Transtorno de Déficit de Atenção/Hiperatividade (TDAH) acomete entre 3% e 6% da população infantil a qual apresenta índices elevados de fracasso e evasão escolar. Nessa perspectiva, intervenções realizadas no contexto escolar e, principalmente, em sala de aula são relevantes para o processo educacional dos estudantes com TDAH. O objetivo do presente estudo foi recuperar publicações relativas a intervenções escolares com crianças e jovens com TDAH por meio da revisão da literatura no período entre 2000 e 2018. Estudos em português ou inglês, empíricos e revisados por pares, foram selecionados na base de dados Portal de Periódicos Capes. Trinta e três artigos atendiam aos critérios de inclusão, apenas dois brasileiros. Os resultados evidenciaram efeitos positivos de diferentes estratégias interventivas sobre repertórios acadêmicos e típicos do TDAH incentivando novas investigações e aplicações.Editora Mackenzie2019-10-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/1146310.5935/1980-6906/psicologia. v21n3p205-227The Journal Of Psychology: Theory and Practice ; Vol. 21 No. 3 (2019); 182-227Revista Psicología: Teoría y Práctica; Vol. 21 Núm. 3 (2019); 182-227Revista Psicologia: Teoria e Prática; v. 21 n. 3 (2019); 182-2271980-69061516-3687reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)instname:Universidade Presbiteriana Mackenzie (UPM)instacron:UPMporenghttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/11463/10334http://editorarevistas.mackenzie.br/index.php/ptp/article/view/11463/10335Copyright (c) 2019 Waleska Mascarenhas dos Santos, Alessandra Rocha de Albuquerquehttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSantos, Waleska Mascarenhas dosAlbuquerque, Alessandra Rocha de2023-07-25T20:39:55Zoai:ojs.editorarevistas.mackenzie.br:article/11463Revistahttp://editorarevistas.mackenzie.br/index.php/ptp/indexPRIhttp://editorarevistas.mackenzie.br/index.php/ptp/oairevistapsico@mackenzie.br1980-69061516-3687opendoar:2023-07-25T20:39:55Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)false
dc.title.none.fl_str_mv School Interventions for ADHD: A Literature Review (2000-2018)
Intervenciones Escolares para TDAH: Una Revisión de la Literatura (2000-2018)
Intervenções Escolares para o TDAH: Uma Revisão da Literatura (2000-2018)
title School Interventions for ADHD: A Literature Review (2000-2018)
spellingShingle School Interventions for ADHD: A Literature Review (2000-2018)
Santos, Waleska Mascarenhas dos
TDAH
intervenções escolares
revisão da literatura
crianças
adolescentes
TDAH
intervenciones escolares
revisión de la literatura
niños
jóvenes
ADHD
school interventions
literature review
children
adolescents
title_short School Interventions for ADHD: A Literature Review (2000-2018)
title_full School Interventions for ADHD: A Literature Review (2000-2018)
title_fullStr School Interventions for ADHD: A Literature Review (2000-2018)
title_full_unstemmed School Interventions for ADHD: A Literature Review (2000-2018)
title_sort School Interventions for ADHD: A Literature Review (2000-2018)
author Santos, Waleska Mascarenhas dos
author_facet Santos, Waleska Mascarenhas dos
Albuquerque, Alessandra Rocha de
author_role author
author2 Albuquerque, Alessandra Rocha de
author2_role author
dc.contributor.author.fl_str_mv Santos, Waleska Mascarenhas dos
Albuquerque, Alessandra Rocha de
dc.subject.por.fl_str_mv TDAH
intervenções escolares
revisão da literatura
crianças
adolescentes
TDAH
intervenciones escolares
revisión de la literatura
niños
jóvenes
ADHD
school interventions
literature review
children
adolescents
topic TDAH
intervenções escolares
revisão da literatura
crianças
adolescentes
TDAH
intervenciones escolares
revisión de la literatura
niños
jóvenes
ADHD
school interventions
literature review
children
adolescents
description Attention-Deficit Hyperactivity Disorder (ADHD) affects between 3% and 6% of the child population, which presents high rates of failure and school dropout. In this perspective, interventions implemented in the school context, especially in the classroom, are relevant for the educational process of students with ADHD. The objective of the present study was to retrieve publications about school interventions carried out with children and adolescents with ADHD through a literature review in the period between 2000 and 2018. Empirical peer-reviewed studies, written in Portuguese or English were selected in the data base Portal de Periódicos Capes. Thirty three articles met the inclusion criteria, only two Brazilian studies. The results showed positive effects of different intervention strategies on typical ADHD and academic repertoires encouraging new investigations and applications.
publishDate 2019
dc.date.none.fl_str_mv 2019-10-17
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://editorarevistas.mackenzie.br/index.php/ptp/article/view/11463
10.5935/1980-6906/psicologia. v21n3p205-227
url http://editorarevistas.mackenzie.br/index.php/ptp/article/view/11463
identifier_str_mv 10.5935/1980-6906/psicologia. v21n3p205-227
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv http://editorarevistas.mackenzie.br/index.php/ptp/article/view/11463/10334
http://editorarevistas.mackenzie.br/index.php/ptp/article/view/11463/10335
dc.rights.driver.fl_str_mv Copyright (c) 2019 Waleska Mascarenhas dos Santos, Alessandra Rocha de Albuquerque
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Waleska Mascarenhas dos Santos, Alessandra Rocha de Albuquerque
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Editora Mackenzie
publisher.none.fl_str_mv Editora Mackenzie
dc.source.none.fl_str_mv The Journal Of Psychology: Theory and Practice ; Vol. 21 No. 3 (2019); 182-227
Revista Psicología: Teoría y Práctica; Vol. 21 Núm. 3 (2019); 182-227
Revista Psicologia: Teoria e Prática; v. 21 n. 3 (2019); 182-227
1980-6906
1516-3687
reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)
instname:Universidade Presbiteriana Mackenzie (UPM)
instacron:UPM
instname_str Universidade Presbiteriana Mackenzie (UPM)
instacron_str UPM
institution UPM
reponame_str Psicologia (Universidade Presbiteriana Mackenzie. Online)
collection Psicologia (Universidade Presbiteriana Mackenzie. Online)
repository.name.fl_str_mv Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)
repository.mail.fl_str_mv revistapsico@mackenzie.br
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