Study and intervention in children with attention deficit hyperactivity disorder in primary education

Abstract

This papel addresses the study of two children with ADHD (Attention Deficit Hyperactivity Disorder) aged 10 and 11 at school. Previous reviews such as Lora and Moreno (2008); Ronk, Hund and Landau (2011); Bishop, Mulraney, Rinehart and Sciberras (2019); Willis, Siceloff, Morse, Neger and Flory (2019) or Fox, Dishman, Valicek, Ratcliff and Hilton (2020), reflected the need for new social intervention programmes and approaches, to improve the social capacity of these school children. The contribution of this study focuses on a program of intervention of social skills in school children with ADHD from a behavioral approach. In this article we present a psychosocial intervention where there are certain indicators that we consider relevant to the treatment of said disorder (social skills: integration, conflict resolution, communication and social interaction, and behavior: disruptive behavior, tantrums, frustration, self-control and compliance). The intervention, implemented by the researcher in collaboration with the tutor, consists of 15 sessions of two hours per week, for 4 months. We use a case study, instrumental cut (Stake, 1998) and a nested data analysis is performed (Creswell, 2014), in this case the qualitative study guides the quantitative. Results point to improvement in the social field of ADHD students and a need to intervene in concrete actions to change behavior as well. It is intented that this program can serve as guidance for future research, who need to apply ADHD intervention programs in larger samples.