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RESUMEN La poblacion de ninos con Trastorno por Deficit de Atencion e Hiperactividad (TDAH) en el contexto escolar presenta necesidades relacionadas no solo con el area curricular, sino tambien con el deseo de ser incluidos en un grupo de iguales. Si bien las terapias farmacologicas y las tecnicas de modificacion de conductas centradas en el nino con deficits atencionales tienen efectos positivos, en los ultimos anos surge la necesidad de implementar otro tipo de intervenciones complementarias que tengan como finalidad la modificacion de las actitudes de rechazo de los iguales hacia estos ninos, teniendo en cuenta los numerosos estudios que evidencian el aislamiento social al que se ven sometidos. En esta linea, se presenta en este manuscrito una revision acerca del modelo MOSAIC (Making Socially Accepting Inclusive Classrooms) y las intervenciones entre grupos de pares, constituidos como los procedimientos basados en un enfoque de inclusion educativa mas efectivos para este tipo de fines. A este respecto, mediante las diversas investigaciones que han basado sus estudios en la aplicacion de estas modalidades de intervencion, se ha comprobado su eficacia para reducir comportamientos disruptivos de los ninos con TDAH, potenciar las interacciones sociales y reforzar capacidades cognitivas tales como la atencion. ABSTRACT The population of children with Attention Deficit Hyperactivity Disorder (ADHD) in school context has needs which are related not only to the curricular area, but also with the desire to be included in a group of peers. Although pharmacological therapies and behaviour modification techniques child-centred have positive effects, in recent years it is emerging the need to implement other complementary interventions that have the aim of changing attitudes of peer rejection towards these children, given the numerous studies that demonstrate the social isolation which affects these children with ADHD. In this line, the MOSAIC (Making Socially Accepting Inclusive Classrooms) model and peer-group interventions, are established as the most effective procedures, which are based on educational inclusion approach, for these purposes.  In this regard, investigations that are based their studies on the application of these modalities of intervention, have demonstrated their effectiveness in reducing disruptive behaviour of children with ADHD, in enhancing social interactions, and in reinforcing cognitive capacities such as attention.

revista española de orientación y psicopedagogía/revista española de orientación y psicopedagogía

Habilidades sociales de niños con déficits atencionales y contextos escolares inclusivos//Social skills of children with attentional deficits and inclusive school settings