Emotional and Cognitive Profile of Adolescents with ADHD: Effects of Learning Mediated Interaction

This paper highlights the need to pay attention to those features that support and accompany the learning interactions of a group of adolescents with attention deficit disorder and hyperactivity disorder (ADHD) as part of an intervention approach which is essentially cognitive. This contribution is part of a study in progress with a threefold purpose, namely: first, to describe and assess the factors that tend to favor the development of processes, skills and behaviors that are latent in the portfolio individually, but whose outward manifestation is usually insufficient or deficient and in inadequate family contexts, educational and socia l; secondly, it is intended to test whether the change in the quality of some skills affect cognitive processes that unde rlie the social- emotional competence of people, and thirdly, to outline a proposal for an educational complex that promotes the development of all stakeholders in a learning interaction with adolescents with ADHD. We present here some of the main findings so far