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espanolLa presente tesis doctoral tiene los siguientes objetivos: identificar el comportamiento del alumnado con TDAH diferenciando entre conductas deseables y conductas no deseables; describir las intervenciones docentes, con base en la utilizacion de tecnicas de modificacion de conducta, en respuesta a las conductas deseables y no deseables del alumnado con TDAH, y analizar el efecto de su conducta despues de la intervencion docente, valorando si la misma permanece o se modifica despues de la intervencion. Se trata de un estudio de casos multiples donde han participado seis profesores de educacion fisica (EF) y seis alumnos diagnosticados con TDAH de ciclo medio (4o curso) y ciclo superior (5o y 6o curso) de educacion primaria a lo largo de un curso escolar. El investigador adopto el rol de observador no participante. Utilizo notas de campo para identificar el comportamiento del alumnado con TDAH, describir las intervenciones docentes y analizar sus efectos ante la conducta del alumnado. A continuacion, se entrevisto al profesorado de EF, para poder complementar la informacion de las observaciones realizadas. Los datos cuantitativos se analizaron a traves del analisis descriptivo e inferencial. Los datos cualitativos se analizaron a traves del analisis de contenido de los registros narrativos. Entre los resultados mas destacados se observo una presencia de conductas deseables del 19% y de conductas no deseables del 81%. Tambien se observo un 16% de intervenciones docentes con base en tecnicas para aumentar o mantener la conducta (alabanza, atencion, contacto fisico, recompensas y privilegios), y un 84% de intervenciones docentes con base en tecnicas para disminuir o eliminar la conducta (reforzamiento diferencial de tasas bajas, RTB, castigo, coste de respuesta, tiempo fuera, instrucciones directivas, instrucciones interrogativas, instrucciones informativas y extincion). Las conclusiones mas relevantes son: a) el profesorado deberia crear situaciones para que las conductas deseables se dieran con mas frecuencia: evitar filas para realizar un ejercicio, incluir explicaciones durante la propia actividad, prescindir de reuniones prolongadas para explicar una situacion nueva, controlar la duracion de las explicaciones, que el alumnado forme parte de la explicacion, o bien forme parte de la demostracion dirigida por el profesorado durante la clase, proximidad fisica entre el profesorado y el alumnado a la hora de realizar una explicacion, entre otras; b) utilizar con mas frecuencia las tecnicas para aumentar o mantener la conducta, y c) utilizar las tecnicas de reforzamiento o las tecnicas positivas (RTB), mas que el castigo, la extincion o las instrucciones, puesto que, segun este estudio, tambien son eficaces. EnglishThe objectives of this dissertation are: to identify the behavior of pupils with ADHD, distinguishing between desirable and undesirable behaviors; to describe the teaching interventions based on using behavior modification techniques in response to the desirable and undesirable behaviors of pupils with ADHD; and to analyze the effect of the behavior of pupils with ADHD after the teaching intervention, determining whether the behavior remains the same or is changed after the intervention. This is a study of multiple cases in which six PE teachers and six pupils in the 4th, 5th and 6th grades diagnosed with ADHD participated throughout a school year. The researcher adopted the role of non-participant observer. He used field notes to identify the behavior of pupils with ADHD, to describe the teaching interventions and to analyze their effects on pupils’ behavior. He then interviewed the PE teachers in order to complement the information from the observations. The quantitative data were analyzed via descriptive and inferential analysis. The qualitative data were analyzed via the analysis of the content of the narrative records. The most noteworthy results were that desirable behaviors were observed 19% of the time and undesirable behaviors 81%. Likewise, 16% of teaching interventions based on theories to increase or maintain conduct were used (praise, attention, physical contact, rewards and privileges), while 84% of teaching interventions observed were based on techniques to lower or eliminate the behavior (differential reinforcement of low rates, RTB, punishment, response cost, time out, directive instructions, interrogative instructions, informative instructions and elimination). The most important conclusions are: a) the teachers have to create situations in which desirable behaviors occur more frequently: avoid queues when doing an exercise, including explanations during the activity itself; avoid lengthy meetings to explain a new situation; control the length of explanations; ask pupils to participate in the explanation or be part of the demonstration led by the teacher during class; physical proximity between the teacher and pupils when giving explanations, among others; b) more frequently use techniques to increase or maintain behavior; and c) use reinforcement techniques or positive techniques (RTB) more than punishment, elimination or instructions, given that the study shows that they are also effective.

apunts. educació física i esports/apunts. educación física y deportes

La intervención docente y sus efectos en la conducta del alumnado con TDAH en educación física [Educational Intervention and its Effects on the Behavior of Pupils with ADHD in Physical Education]