Which are the behavioral techniques that teachers consider more efficient in children with Attention Deficit Hyperactivity Disorder?

Authors

  • Eduardo Chaves Cruz Universidade de Trás-os-Montes e Alto Douro
  • Cecilia Mendes Espinho Brito

DOI:

https://doi.org/10.5902/1984686X17523

Keywords:

Attention Deficit Hyperactivity Disorder, Behavioral techniques, Behavior.

Abstract

The Attention Deficit Hyperactivity Disorder (ADHD) is a neurobehavioral disorder characterized by persistent patterns and inadequate levels of inattention and/or hyperactivity-impulsivity. It is the most frequent disorder of school age, and, therefore, it is relevant that teachers know how to intervene appropriately, using educational and behavioral strategies in view of academic success and social integration. Currently, ADHD is probably the most studied disorder of childhood and with which 1st cycle teachers most are faced in their daily lives. In this study, in order to identify the behavioral techniques based in positive reinforcement and punition that teachers consider more efficient to change the behavior of children with ADHD and what’s the frequency of their use, a questionnaire was developed and applied to a sample of two hundred and fifty teachers. The results show, that teachers use more frequently the Contingency Contract and Response Cost and attribute to these techniques more efficacy than those related with Time Out and Token Economy program.

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Published

2016-03-02

How to Cite

Cruz, E. C., & Brito, C. M. E. (2016). Which are the behavioral techniques that teachers consider more efficient in children with Attention Deficit Hyperactivity Disorder?. Special Education Magazine, 1(1), 13–25. https://doi.org/10.5902/1984686X17523

Issue

Revista Educação Especial, v. 29, n. 54, jan./abr. 2016

Section

Continuous Demand

License

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