[Psychosocial intervention follow-up in children with ADHD: effects on academic, emotional and social functioning].
The aim of this investigation was to analyze the maintenance of the effects, one year after its conclusion, of an intervention that integrated three coordinated programs, implemented with 27 children with ADHD, aged between 7 and 10 years, their parents and teachers. The intervention lasted 10 weeks and included behavior-modification and cognitive-behavioral techniques, academic adaptations and social skills. We evaluated the effects on academic, emotional and social adjustment from the information provided by parents, teachers and classmates. The results confirm the maintenance in the follow-up evaluation of the improvements experienced after the treatment, especially in the academic and social areas, in which these children displayed the greatest difficulties.
Universidad Jaume I, Facultad de Ciencias Humanas y Sociales, Castellón, Spain. presenta@psi.uji.es
M Jesús
MJ
Presentación Herrero
Rebeca
R
Siegenthaler Hierro
Pilar
P
Jara Jiménez
Ana
A
Miranda Casas
D000374:Aggression; D001289:Attention Deficit Disorder with Hyperactivity / Q000523:psychology* / Q000628:therapy; D001521:Behavior Therapy; D002648:Child; D002653:Child Behavior Disorders / Q000517:prevention & control / Q000523:psychology / Q000628:therapy; D015928:Cognitive Behavioral Therapy; D018479:Early Intervention, Educational; D004522:Educational Status; D004644:Emotions; D005178:Faculty; D005500:Follow-Up Studies; D033062:Friends / Q000523:psychology; D006801:Humans; D007398:Interpersonal Relations; D010290:Parents / Q000523:psychology; D015397:Program Evaluation; D011380:Programmed Instructions as Topic; D012917:Social Adjustment