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Efficacy of an Intervention Program for Attention and Reflexivity in Children With Attention Deficit Hyperactivity Disorder
Author(s) -
CampeñoMartínez Yoana,
SantiagoRamajo Sandra,
NavarroAsencio Enrique,
VergaraMoragues Esperanza,
Santiuste Bermejo Victor
Publication year - 2017
Publication title -
mind, brain, and education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.624
H-Index - 35
eISSN - 1751-228X
pISSN - 1751-2271
DOI - 10.1111/mbe.12136
Subject(s) - attention deficit hyperactivity disorder , intervention (counseling) , psychology , attention deficit , anxiety , clinical psychology , developmental psychology , isolation (microbiology) , psychiatry , microbiology and biotechnology , biology
There has been increasing evidence in recent years of the need to adapt intervention programs to the specific needs of children with attention deficit hyperactivity disorder (ADHD). The main goal of this research work was to study the efficacy of an educational intervention program to improve attention and reflexivity in school children with ADHD in order to verify the improvements in symptoms associated with ADHD such as aggressivity, social isolation, anxiety, and attention deficit. The sample was comprised of 26 primary school children ranging from 7 to 10 years of age with ADHD . Symptoms of children with ADHD were evaluated by applying the Escalas Magallanes Screening Scale for Attention Deficits and Other Developmental Problems in Children (EMA‐DDA) at two time points (pre and post). The results show a statistically significant reduction in symptoms on the aggressivity and social isolation scales measured with the EMA‐DDA after applying the intervention program. These data supports the potential value of an intervention program for working with ADHD children.