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    Piaar 24 Sesiones y Test Conducta 6 A 11 Años

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    This study analyzes Attention Deficit Disorder with Hyperactivity (ADHD) and develops an educational intervention program to increase attention and reflexivity in children with ADHD. The study applies screening scales to parents and teachers before and after the program to assess its effectiveness. The program aims to help students develop metacognitive strategies to improve their skills and behavior when doing homework.

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    Piaar 24 Sesiones y Test Conducta 6 A 11 Años

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    ROSA
    15 views40 pages
    This study analyzes Attention Deficit Disorder with Hyperactivity (ADHD) and develops an educational intervention program to increase attention and reflexivity in children with ADHD. The study applies screening scales to parents and teachers before and after the program to assess its effectiveness. The program aims to help students develop metacognitive strategies to improve their skills and behavior when doing homework.

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    SESIONES DE MÉTODO PIAR

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    piaar 24 sesiones y test conducta 6 a 11 años

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    This study analyzes Attention Deficit Disorder with Hyperactivity (ADHD) and develops an educational intervention program to increase attention and reflexivity in children with ADHD. The study applies screening scales to parents and teachers before and after the program to assess its effectiveness. The program aims to help students develop metacognitive strategies to improve their skills and behavior when doing homework.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    15 views40 pages

    Piaar 24 Sesiones y Test Conducta 6 A 11 Años

    Uploaded by

    ROSA
    This study analyzes Attention Deficit Disorder with Hyperactivity (ADHD) and develops an educational intervention program to increase attention and reflexivity in children with ADHD. The study applies screening scales to parents and teachers before and after the program to assess its effectiveness. The program aims to help students develop metacognitive strategies to improve their skills and behavior when doing homework.

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    Anexo 1.

    Cuestionario EMA-DDA para Padres

    Universidad Complutense de Madrid Página 259


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    Anexo 2. Cuestionario EMA-DDA para Profesores

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    Anexo 3. Imágenes de las Estrategias Metacognitivas programa PIIAR

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    Anexo 4. Sesiones del programa PIIAR

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    Summary

    Introduction

    This theoretical-empirical study has been developed from my professional need deeper
    understanding and tackling the world of Learning Disabilities and in particular, the
    Attention Deficit Disorder with Hyperactivity.

    Throughout psychoeducational ADHD research, efforts have been centralized in


    conducting evidence that could diagnose the disorder as effectively as possible in order
    to continue the process through psychoeducational intervention with or without drug
    treatment.

    Note that the neuropsychological approach has given many clues in the elucidation of
    brain dysfunction that these people have, and are currently very useful for treatment of
    learning and adaptation.

    But despite all the progress made, we considered essential to address this thesis from
    educational practice and, therefore, we have strived to provide our research efforts
    implementing a program of care and reflexivity students with ADHD with the goal of
    getting strategies facilitate and enhance their capacity to address homework

    Purpose of the research

    This study was performed first, a profound analysis of the Attention Deficit Disorder
    with Hyperactivity (ADHD), addressing the issue in all its complexity. This has made a
    thorough review of the research that has been carried out to analyze the ADHD
    etiology, symptomatology, comorbidity, explanatory models and evaluation, both
    diagnostic and psychology, to know and deeply analyze the disorder.

    Universidad Complutense de Madrid Página 297


    After we applied a theoretical review educational intervention program to increase
    attention and reflexivity to an initial group of 30 children diagnosed with ADHD. Prior
    to its application, we applied the Magallanes Screening Scale Attention Deficit: EMA-
    DDA, both teachers and parents of students to assess their assessment of the disorder in
    children and their behavior in the context school and family when performing
    schoolwork. This scale has been applied both at the beginning and end of the program
    development to know if parents and teachers have observed significant changes in
    children tackling homework.

    During the operation was executed Intervention Program for improving care and
    reflexivity (PIAAR-RI), through the realization by the student group, every one of the
    tabs that compose it. In the sessions, students have been accompanied by the
    psychologist who has done research, to guide and advise on the practice of
    metacognitive strategies necessary to perform each of the activities that make up the
    program. This intervention has had a duration of one school year, performing a weekly
    session. This session consisted of performing a tab and oral activities to remember and
    internalize the strategies undertaken in previous sessions, so that each session was based
    on the strategies used to remember again to get full internalization of thereof, upon
    completion of the program, at the end of the school year.

    Therefore, the aim of this study was to test the usefulness of the application of the
    program based on the development and promotion of metacognitive strategies to
    improve both the skills and the behavior of these students tackling homework.

    Objectives

    In the present investigation we have established the following objectives:

    1. Analyze the effectiveness of program implementation in the subscales that make


    Magellan Scale Detection in Children Attention Deficit EMA-DDA (Garcia and Magaz,
    2000).

    Universidad Complutense de Madrid Página 298

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