Aprendizaje y conducta de niños y niñas con TDAH de tres a cinco años

  1. García Garrido, José Valero
  2. Grau Rubio, Claudia
  3. Garcés Ferrer, Jorge
Revista:
Journal for the Study of Education and Development, Infancia y Aprendizaje

ISSN: 0210-3702,  1578-4126

Año de publicación: 2015

Volumen: 38

Número: 4

Páginas: 790-807

Tipo: Artículo

DOI: 10.1080/02103702.2015.1076268 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Journal for the Study of Education and Development, Infancia y Aprendizaje

Resumen

La etapa preescolar es un periodo evolutivo en el se pueden observar las primeras manifestaciones de síntomas del trastorno por déficit de atención con hiperactividad (TDAH). Este trabajo examina los antecedentes educativos de 206 niños y niñas (109 diagnosticados de TDAH y 97 sin diagnóstico clínico), analizando 306 informes que elaboraron sus maestros/as de los tres a los cinco años de edad. El objetivo es comprobar si estos informes educativos reflejan diferencias en el rendimiento académico y la conducta entre ambos grupos. Los 123 objetivos educativos evaluados en los informes se han catalogado en 15 categorías. Se ha realizado un análisis de contingencia no paramétrico de cada variable en los grupos TDAH/control, obteniendo los valores Chi cuadrado. Nuestros resultados evidencian que los informes de niños/as con TDAH muestran más problemas en diferentes aspectos curriculares y conductuales, como atención, autorregulación, autonomía, motivación, aprendizajes básicos, relación social, motricidad y comunicación. Estos informes resultan útiles para detectar a niños/as con riesgo de presentar el trastorno y para delimitar objetivos de intervención que disminuyan sus efectos en el desarrollo

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Fuente de los datos: Dialnet