Estrategias para evaluar e intervenir en las dificultades de aprendizaje académicas en el Trastorno de Déficit de Atención con/sin Hiperactividad

Abstract

The Attention Deficit and Hyperactivity Disorder (ADHD) is a neurobiological chronic disorder, which core symptoms include difficulties to sustain attention and concentration, developmentally inappropriate levels of activity, and impulsivity. The academic work represents one of the areas in which more problems ADHD may cause, since the study needs organization, planning, self-control and concentration, which they are precisely the problematic areas for the persons with this disorder. This situation results in poor academic achievement, and a high percentage of ADHD’s coexistence with learning disabilities. In this work, reading and writing disabilities of children with ADHD are exposed, as well as the instruments to evaluate the cognitive processes involved in these abilities. Finally, some strategies and specific guidelines of intervention are exposed, as well as some indications that the programs of intervention directed to children with ADHD must contemplate to guarantee the success of the treatment.