Socio-emotional intervention in attention deficit hyperactive disorder

Cardoso-Moreno, María Jesús (Universidad de Zaragoza) ; Tomás-Aragonés, Lucía (Universidad de Zaragoza) ; Rodriguez-Ledo, César

Resumen: Attention-deficit-hyperactivity disorder (ADHD) is a common neuro-behavioural disorder with onset in childhood. These children have impaired emotional self-control, self- regulation of drive and motivation. Numerous studies have reported cognitive disabilities in memory, executive functions, spatial abilities and language skills. The main objective of this work is to determine whether a socio-emotional intervention programme could improve execu- tive functions in children with Attention Deficit Hyperactivity Disorder. The sample of this study consisted of 25 children (8 female and 17 male) aged between 8 and 12 years, diagnosed with ADHD and who were not taking any psychopharmacological treatment at the time of the study, and had not taken medication previously. Executive functioning was assessed through the Zoo Map test and Tower of Hanoi puzzle in pre-/post-test design. A socio-emotional intervention programme was implemented. The training consisted of 8 one-hour weekly sessions, on an indi- vidual basis. Results indicate that such a programme does lead to improved performance in the execution of tasks that evaluate executive functions. After the intervention, the children took less time to resolve the Zoo Map test. Results for the Hanoi Tower puzzle were also improved after intervention. The children needed a lower number of movements to complete the task.

Idioma: Inglés

DOI: 10.1016/j.ejeps.2015.07.001

Año: 2015

Publicado en: European Journal of Education and Psychology 8, 2 (2015), 53-59
ISSN: 1888-8992

Tipo y forma: Artículo (Versión definitiva)

Área (Departamento): Psicología Evolutiva y de la Educación (Departamento de Psicología y Sociología)