{"title":"adhd和TND的评估和干预:一个在学校背景下处理的案例","authors":"Lucía Mateu Gollart, Aída Sanahuja Ribés","doi":"10.21134/RPCNA.2020.07.1.7","DOIUrl":null,"url":null,"abstract":"espanolEn el presente trabajo se recoge el proceso realizado ante las necesidades detectadas en un nino de 6 anos que presenta trastorno por deficit de atencion con hiperactividad con un trastorno negativista desafiante comorbido. Desde el departamento psicopedagogico escolar se ha realizado el proceso de evaluacion y diagnostico del menor, ademas del asesoramiento al profesorado y la familia en la intervencion. Todo ello se ha llevado a cabo de una manera multidimensional y multicontextual, ofreciendo asi un papel activo en todo el proceso tanto de los docentes del centro como de la familia del menor. Se ha hecho acopio de tecnicas cognitivo-conductuales como la alabanza, el principio de Premack y la economia de fichas para modificar la conducta del menor, a la par que se ha realizado un programa de entrenamiento emocional para favorecer un ajuste socioemocional adecuado. Los resultados indican que la implicacion de los diferentes contextos contribuye a que la intervencion se ajuste mejor a las necesidades del menor, confirmandose la eficacia de las tecnicas empleadas para el tratamiento del TDAH y TND. A modo de conclusion se puede decir que la intervencion ha sido adecuada para el menor, pero el tiempo de implementacion se considera escaso EnglishAssessment and intervention in ADHD and ODD in the school context. In the present work the process performed in response to the needs found in a 6-year-old child, who presents attention deficit hyperactivity disorder with a comorbid oppositional defiant disorder is gathered. The process of evaluation and the diagnosis of the child as well as the advice in the participation to both, the teaching staff and the family has been developed from the school psychopedagogical department. All this has been implemented in a multidimensional and multicontextual way, that is, offering an active role in the whole process from both parts, the teachers of the centre and of the child’s family. We have implemented cognitive-behavioural techniques such as praise, the principle of Premack and token economy to modify inadequate behaviours of the child, meanwhile an emotional training program has been carried out to favour an adequate socio-emotional adjustment. The results suggest that the involvement of the different contexts makes the intervention be better adjusted to the needs of the child. The techniques employed showed to be efficient for the treatment of ADHD and ODD. The intervention has been adequate for the child, however more time in the implementation would be necessary in order to obtain more accurate results.","PeriodicalId":43399,"journal":{"name":"Revista de Psicologia Clinica con Ninos y Adolescentes","volume":"7 1","pages":"52-58"},"PeriodicalIF":0.8000,"publicationDate":"2020-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"Evaluación e intervención en TDAH y TND: Un caso abordado en el contexto escolar\",\"authors\":\"Lucía Mateu Gollart, Aída Sanahuja Ribés\",\"doi\":\"10.21134/RPCNA.2020.07.1.7\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"espanolEn el presente trabajo se recoge el proceso realizado ante las necesidades detectadas en un nino de 6 anos que presenta trastorno por deficit de atencion con hiperactividad con un trastorno negativista desafiante comorbido. Desde el departamento psicopedagogico escolar se ha realizado el proceso de evaluacion y diagnostico del menor, ademas del asesoramiento al profesorado y la familia en la intervencion. Todo ello se ha llevado a cabo de una manera multidimensional y multicontextual, ofreciendo asi un papel activo en todo el proceso tanto de los docentes del centro como de la familia del menor. Se ha hecho acopio de tecnicas cognitivo-conductuales como la alabanza, el principio de Premack y la economia de fichas para modificar la conducta del menor, a la par que se ha realizado un programa de entrenamiento emocional para favorecer un ajuste socioemocional adecuado. Los resultados indican que la implicacion de los diferentes contextos contribuye a que la intervencion se ajuste mejor a las necesidades del menor, confirmandose la eficacia de las tecnicas empleadas para el tratamiento del TDAH y TND. A modo de conclusion se puede decir que la intervencion ha sido adecuada para el menor, pero el tiempo de implementacion se considera escaso EnglishAssessment and intervention in ADHD and ODD in the school context. In the present work the process performed in response to the needs found in a 6-year-old child, who presents attention deficit hyperactivity disorder with a comorbid oppositional defiant disorder is gathered. The process of evaluation and the diagnosis of the child as well as the advice in the participation to both, the teaching staff and the family has been developed from the school psychopedagogical department. All this has been implemented in a multidimensional and multicontextual way, that is, offering an active role in the whole process from both parts, the teachers of the centre and of the child’s family. We have implemented cognitive-behavioural techniques such as praise, the principle of Premack and token economy to modify inadequate behaviours of the child, meanwhile an emotional training program has been carried out to favour an adequate socio-emotional adjustment. The results suggest that the involvement of the different contexts makes the intervention be better adjusted to the needs of the child. The techniques employed showed to be efficient for the treatment of ADHD and ODD. The intervention has been adequate for the child, however more time in the implementation would be necessary in order to obtain more accurate results.\",\"PeriodicalId\":43399,\"journal\":{\"name\":\"Revista de Psicologia Clinica con Ninos y Adolescentes\",\"volume\":\"7 1\",\"pages\":\"52-58\"},\"PeriodicalIF\":0.8000,\"publicationDate\":\"2020-02-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Revista de Psicologia Clinica con Ninos y Adolescentes\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.21134/RPCNA.2020.07.1.7\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Revista de Psicologia Clinica con Ninos y Adolescentes","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.21134/RPCNA.2020.07.1.7","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
Evaluación e intervención en TDAH y TND: Un caso abordado en el contexto escolar
espanolEn el presente trabajo se recoge el proceso realizado ante las necesidades detectadas en un nino de 6 anos que presenta trastorno por deficit de atencion con hiperactividad con un trastorno negativista desafiante comorbido. Desde el departamento psicopedagogico escolar se ha realizado el proceso de evaluacion y diagnostico del menor, ademas del asesoramiento al profesorado y la familia en la intervencion. Todo ello se ha llevado a cabo de una manera multidimensional y multicontextual, ofreciendo asi un papel activo en todo el proceso tanto de los docentes del centro como de la familia del menor. Se ha hecho acopio de tecnicas cognitivo-conductuales como la alabanza, el principio de Premack y la economia de fichas para modificar la conducta del menor, a la par que se ha realizado un programa de entrenamiento emocional para favorecer un ajuste socioemocional adecuado. Los resultados indican que la implicacion de los diferentes contextos contribuye a que la intervencion se ajuste mejor a las necesidades del menor, confirmandose la eficacia de las tecnicas empleadas para el tratamiento del TDAH y TND. A modo de conclusion se puede decir que la intervencion ha sido adecuada para el menor, pero el tiempo de implementacion se considera escaso EnglishAssessment and intervention in ADHD and ODD in the school context. In the present work the process performed in response to the needs found in a 6-year-old child, who presents attention deficit hyperactivity disorder with a comorbid oppositional defiant disorder is gathered. The process of evaluation and the diagnosis of the child as well as the advice in the participation to both, the teaching staff and the family has been developed from the school psychopedagogical department. All this has been implemented in a multidimensional and multicontextual way, that is, offering an active role in the whole process from both parts, the teachers of the centre and of the child’s family. We have implemented cognitive-behavioural techniques such as praise, the principle of Premack and token economy to modify inadequate behaviours of the child, meanwhile an emotional training program has been carried out to favour an adequate socio-emotional adjustment. The results suggest that the involvement of the different contexts makes the intervention be better adjusted to the needs of the child. The techniques employed showed to be efficient for the treatment of ADHD and ODD. The intervention has been adequate for the child, however more time in the implementation would be necessary in order to obtain more accurate results.