Attention-deficit/hyperactivity disorder (ADHD)
School and attention-deficit/hyperactivity disorder (ADHD)
Reference of this article.:
Rodríguez-Salinas Pérez E, Navas García M, González Rodríguez P, Fominaya Gutiérrez S, Duelo Marcos M. La escuela y el trastorno por déficit de atención con/sin hiperactividad (TDAH). Rev Pediatr Aten Primaria. 2006;8 Supl 4:S175-98.
Published in Internet: 31/12/2006
This work presents the results of a systematic search in the most important bibliographic
databases in order to answer some clinical questions related to attention-deficit/hyperactivity
disorder (ADHD), school and learning impairment: do children with ADHD have
learning, emotional or social impairments?, which are these impairments and who detects
them?, do treatments at school have any role at improving the outcome?, what level of evidence
have the proposed answers?
The results indicate that there is ample evidence that children identified as having
ADHD have significant impairments in psychosocial and academic functioning, learning disorders,
emotional problems and psychosocial problems, that can impact on child?s functioning.
They can be accurately detected by the teacher at school. The underlying principle of
successful management includes multiple treatment modalities to address the multidimensional
nature of the disorder. A glossary of terms of the school environment is included. Primary
Care paediatricians can be unfamiliar with these terms. We also describe a project as
an example of cooperation among schools and a health centre in a population located in
the surroundings of Madrid.
Keywords: School. Attention deficit disorder (ADHD). Behaviour therapy. Learning disorders.
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