Psychopedagogical intervention in attention deficit hyperactivity disorder

Introduction. Children with attention deficit hyperactivity disorder (ADHD) present alterations in both their attentional mechanisms and their inhibitory control processes (impulsiveness and hyperactivity), which have different effects on their academic, socio-emotional and behavioural achievement. Therefore it is essential to have access to intervention strategies in the field of psychopedagogics that can have a favourable effect on the developmental course of the patients. Aim. To review the psychopedagogical foundations underlying interventions in cases of ADHD, bearing in mind the relation between the functional anatomy and the clinical symptoms and the corresponding programmes of intervention. Development. Three syndromes stand out above the rest: orbitofrontal, dorsolateral and in the cingulate at the medial level. The phases of psychopedagogical intervention should cover both the child and his or her family and school. Neurocognitive training is focused on the child, and is based on programmes for training the executive functions and on interventions involving the academic, behavioural and socio-affective spheres. Behavioural modification programmes are complementary and on many occasions improve the compromised behaviour in children with ADHD. Psychopedagogical guidance at school must be considered necessary for an effective intervention in the academic environment. Conclusions. Psychopedagogical interventions in children with ADHD must include personalised treatment within a multi-disciplinary methodology that takes into account all the contexts in which the child is developing, his or her cognitive performance and the appropriate pharmacological intervention in each case.