Correlações entre a gravidade dos sintomas do TDAH e o desempenho escolar de crianças e adolescentes

• Ano de defesa: 2020
• Autor(a) principal: Santos, Lilian Clemente dos
• Orientador(a): Ribeiro, Miriam Oliveira
• Banca de defesa: Carreiro, Luiz Renato Rodrigues , Lowenthal, Rosane
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Distúrbios do Desenvolvimento
• Departamento: Centro de Ciências Biológicas e da Saúde (CCBS)
• País: Brasil
• Palavras-chave em Português: TDAH; CBCL/6-18; TRF/6-18; TDE; aprendizagem escolar
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: http://dspace.mackenzie.br/handle/10899/26483

Considering what we have experienced into an educational environment, regarding learning difficulties, lack of concentration and behavioral problems, we decided as the theme for this study the Attention Deficit Hyperactivity Disorder - ADHD and its impacts on the learning process of children and adolescents, enrolled in schools of São Paulo. The medical records of the Interdisciplinary Neuropsychological, Behavioral and Clinical Assessment Protocol for children and adolescents with complaints of inattention and hyperactivity related to the Graduate Program of Developmental Disorders at Mackenzie Presbyterian University were analyzed. The aim of the study was to describe the main complaints from teachers and parents regarding learning disabilities in children with ADHD complaints. We analyzed 18 medical records of children and adolescents complaining of inattention and / or hyperactivity / impulsivity and school problems. As indexes of analysis were used the reports of parents in the Inventory of Behavior of Children and Adolescents from 6 to 18 years (CBCL / 6– 18) and teachers (TRF / 6-18), to evaluate the difficulties regarding of reading and writing was analyzed the School Achievement Test - TDE. The report of parents and teachers indicates many problems related to inattention. In the assessment of learning through reading and writing subtests in the TDE, we have observed that the results obtained based on normative standards correlating with the reports of teachers' complaints regarding school performance. It was possible to verify impacts of behavioral problems on the academic performance of the evaluated children and adolescents. This reinforces the need for continuing teacher education to understand the school needs of children with ADHD.