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