0000000000328895
AUTHOR
Sonia Jarque
Conocimientos, concepciones erróneas y lagunas sobre el Trastorno por Déficit de Atención con Hiperactividad de una muestra de maestros
Este estudio se diseñó para analizar los conocimientos, concepciones erróneas y lagunas sobre el Trastorno por Déficit de Atención con Hiperactividad (TDAH) de 193 maestros, como una replicación de un estudio realizado por Sciutto, Terjesen y Bender en el año 2000. Los maestros cumplimentaron el Knowledge of Attention Deficit Hyperactivity Disorder (KADDS) en su versión española, adaptada por los autores del presente estudio, cuyo objetivo es evaluar los conocimientos del TDAH en tres áreas de contenido: Conocimientos generales, Síntomas/Diagnóstico y Tratamiento. Los resultados arrojaron un porcentaje medio de aciertos del 31.67%, 63.88% y 40.46%, en las escalas de Conocimientos generales,…
Interventions in School Settings for Students With ADHD
This article consists of a review of 16 research studies on treatments in school settings for children with attention deficit hyperactivity disorder (ADHD) carried out in the last decade. It includes both simple interventions and multicomponent interventions where different techniques are combined. Based on this revision, the conclusion is drawn that, based on the evidence, school-based treatments for ADHD are effective in the short run for reducing disruptive behaviors and improving on-task behavior and academic performance of children with ADHD. Issues regarding the limitations to generalizing the improvements over time and across content areas are discussed. Furthermore, results from the…
Differential impact of a multimodal versus pharmacological therapy on the core symptoms of Attention Deficit Hyperactivity Disorder in childhood
Abstract The aim of this study was to analyze the relative and differential efficacy of a combined versus medical treatment to reduce the symptoms of ADHD children in the school and family environment. A total of 100 subjects participated: 20 children with ADHD, their 40 parents and their 40 teachers. Half of the subjects were assigned to the drug group and half to the combined (drug plus psychosocial, psychoeducational intervention with teachers and mothers/fathers). Results The group analyses indicated that both treatments were effective, without significant differences between them. Individualized clinical analyses indicated that higher percentages of improvement and normalization were o…
Interventions in School Settings for Students With ADHD
This article consists of a review of 16 research studies on treatments in school settings for children with attention deficit hyperactivity disorder (ADHD) carried out in the last decade. It includes both simple interventions and multicomponent interventions where different techniques are combined. Based on this revision, the conclusion is drawn that, based on the evidence, school-based treatments for ADHD are effective in the short run for reducing disruptive behaviors and improving on-task behavior and academic performance of children with ADHD. Issues regarding the limitations to generalizing the improvements over time and across content areas are discussed. Furthermore, results from the…