Effectiveness of a Multimodal Intervention on Social Climate (School and Family) and Performance in Mathematics of Children with Attention Deficit/Hyperactivity Disorder

被引：1
作者：
Amado, Laura [1 ]
Jarque, Sonia [2 ]
机构：
[1] CEU Univ, Fac Psicol, Barcelona 08022, Spain
[2] Univ Barcelona, Fac Psicol, Barcelona 08035, Spain
来源：
MATHEMATICS | 2022年 / 10卷 / 17期
关键词：
ADHD children; teacher training; parent training; multimodal intervention; mathematics performance; POSITIVE PARENTING PROGRAM; DEFICIT HYPERACTIVITY DISORDER; RANDOMIZED CLINICAL-TRIAL; TRAINING-PROGRAM; PSYCHOSOCIAL TREATMENTS; ACADEMIC-ACHIEVEMENT; TEACHERS KNOWLEDGE; CLASSROOM CLIMATE; MENTAL-HEALTH; ADHD;
D O I：
10.3390/math10173133
中图分类号：
O1 [数学];
学科分类号：
0701 ; 070101 ;
摘要：
This study analyzes the differential efficacy of a multimodal versus pharmacological intervention in isolation to improve the social climate (school and family) and the performance in mathematics of a sample of 20 children with ADHD aged 7 to 9 years. The multimodal intervention was based on a training program for 20 parents and 20 teachers in the management of ADHD during a school year, in combination with stimulant medication. The results evidenced the superiority of the multimodal intervention compared to the isolated pharmacological intervention to improve various variables of the family climate (Cohesion; Expressiveness; Autonomy and Control), of the school climate (Help; Tasks; Competitiveness; Organization, Clarity and Control), as well as their academic performance in the curricular area of mathematics. Our findings support the need to intervene in the significant contexts in which children with ADHD develop in order to improve their quality of life.
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页数：17
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