Intervenciones Escolares para TDAH: Una Revisión de la Literatura (2000-2018)
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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 Albuquerque
escolar. 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.
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