ADHD is a neurological and
developmental disorder its frequency in the general population is about 5%,
which is approximately one child by class. This disorder is frequently
associated with an impact in the field of education since 30% of ADHD children
are in school failure. Moreover, this disorder
affects the psychological functioning of the child, as 70% of children with
ADHD have psychiatric comorbidities, such as anxiety and depressive disorders,
oppositional defiant disorder, and conduct disorder.
Although the French recommendations and
international recommended the establishment of educational development in class
in the management of ADHD, this educational development are rarely used and few
study measured the effects on the evolution of ADHD. A meta-analysis of George
et al. [6] studies that. Indeed, they studied the effects of school-based
interventions for ADHD students, in examining 60 studies.
They concluded that the academic
intervention (materials academic used), a contingency management intervention
(reinforcement or the punishment of behaviour) and a cognitive-behavioural
intervention (problem resolution and self-control) have positive effects on
school performance and behaviour of ADHD students. And in each study have
observed different design: between-subject group, within-subject group and
single-subject design.
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