Resumen de The Attention-Deficit Hyperactivity Disorder (ADHD) in the school context
Luís Oliveira, Marcelino Pereira, Teresa Medeiros, Ana María Serrano
Attention-Deficit Hyperactivity Disorder (ADHD) is currently seen as a lifespan disorder – an on-going disorder, the origin of which is multifactorial, based on strong genetic predisposition and neurobiological deregulation (Schmidt & Petermann, 2009). It is estimated that around 5% of children are affected (APA, 2014). It is also known that there is a high risk of other comorbidities (e.g., Oppositional Defiant Disorder), and other associated problems (e.g., low academic achievement) (Faraone et al., 2015).
This research was intended to analyze the impact of ADHD within a school context and the educational practices adopted with these students. To achieve objectives, a qualitative study (multiple case study) was conducted and a method of triangulating data for empirical validation was used. Specifically, a behavioral evaluation scale (the Vanderbilt ADHD Diagnostic Teacher Rating Scale) was used to assess students diagnosed (or being assessed) with ADHD (n = 105); a semi-structured interview was conducted with a sample of five teachers (each with a student diagnosed with ADHD); and the Individual Education Programs of these five students were analyzed.
Results highlight the heterogeneity and severity of ADHD (i.e., academic, behavioral and social problems) and, consequently, the urgent need for specific school intervention. On the other hand, there were several gaps identified (e.g., little interaction between the various agencies, a shortage of diagnostic support documentation, a lack of behavioral and cognitive-behavioral strategies). It is imperative to create and implement a model of school attendance for students with ADHD that include signaling, assessment/diagnosis and intervention mechanisms.
