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Disciplina positiva em crianças com Perturbação de Hiperatividade e Défice de Atenção: Um projeto de investigação-ação
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Resumo(s)
A Perturbação de Hiperatividade e Défice de Atenção (PHDA) é uma condição neurocomportamental amplamente reconhecida, que afeta a vida de milhões de crianças em todo o mundo, a vários níveis: escolar, familiar, pessoal e social. A intervenção com recurso a estratégias de Disciplina Positiva (DP) pode revelar-se benéfica, de acordo com a literatura. Este estudo explorou o impacto de estratégias da DP no âmbito da gestão comportamental e das competências pessoais e sociais de duas crianças do 1.º CEB com PHDA. A metodologia de investigação foi de natureza qualitativa, recorrendo à investigação-ação, com duas crianças do género masculino de 7 e 8 anos, com diagnóstico de PHDA, a frequentar o 2º ano de escolaridade e com apoio em Centros de Estudo, no horário pósescolar. Participaram também no estudo elementos da família (mães) e as docentes responsáveis pelas respetivas crianças nos Centros de Estudo. Foram utilizadas três técnicas de recolha de dados, pré e pós intervenção: Questionário de Capacidades e Dificuldades – preenchido pelas mães e docentes; entrevistas semiestruturadas realizadas às mães e docentes; e recurso didático da autoria dos investigadores utilizado junto das crianças. Semanalmente, as duas crianças frequentaram sessões de DP, nos Centros de Estudo, com base num plano de intervenção estruturado pela equipa de investigação em sete sessões (45 a 60 minutos), explorando os eixos que caracterizam a DP. Procurou-se articular com a família e docentes de forma a haver continuidade da intervenção nos dois contextos (disponibilização de guia de apoio construído para o efeito). Os resultados permitem-nos concluir que, na perspetiva dos participantes, após a intervenção com recurso a estratégias da DP, verificaram-se melhorias, sobretudo ao nível comportamental (ainda que p>.05 no teste de Wilcoxon), com maior evidência numa das crianças. Esperam-se efeitos também ao nível socioemocional, com repercussões na sua inclusão. Ainda assim, é fundamental continuar a acompanhar a sua evolução, uma vez que, a longo prazo, havendo continuidade no recurso a estas estratégias em diferentes contextos, incluindo o escolar, que não foi explorado neste trabalho, se poderão constatar mudanças estruturais mais significativas.
Attention Deficit Hyperactivity Disorder (ADHD) is a widely recognized neurobehavioral condition that affects the lives of millions of children worldwide at various levels: school, family, personal and social. Intervention using Positive Discipline (PD) strategies can be beneficial, according to the literature. This study explored the impact of PD strategies on the behavioral management and personal and social skills of two 1st grade children with ADHD. The research methodology was qualitative, using action research, with two male children aged 7 and 8, diagnosed with ADHD, attending the 2nd grade of school and receiving support at Study Centers, during after-school hours. Family members (mothers) and the teachers responsible for the respective children at the Study Centers also participated in the study. Three data collection techniques were used, pre and post intervention: Strengths and Difficulties Questionnaire – completed by parents and teachers; semi-structured interviews conducted with parents and teachers; and a pedagogic tool authored by the researcher team used with the children. Weekly, the two children attended PD sessions at the Study Centers, based on an intervention plan, structured in seven sessions (45 to 60 minutes), exploring the axes that characterize PD. We sought to coordinate family and teachers so that there would be continuity of the intervention in both contexts (provision of a support guide developed for this purpose). The results allow us to conclude that, from the perspective of the participants, after the intervention using PD strategies, improvements were observed, especially at a behavioral level (although p>.05 in the Wilcoxon test), with greater evidence in one case. Effects are also expected at the socio-emotional level, with repercussions on inclusion. Even so, it is essential to continue monitoring their evolution, since, in the long term, if these strategies are continued to be used in different contexts, including school, which was not explored in this study, more significant structural changes may be observed.
Attention Deficit Hyperactivity Disorder (ADHD) is a widely recognized neurobehavioral condition that affects the lives of millions of children worldwide at various levels: school, family, personal and social. Intervention using Positive Discipline (PD) strategies can be beneficial, according to the literature. This study explored the impact of PD strategies on the behavioral management and personal and social skills of two 1st grade children with ADHD. The research methodology was qualitative, using action research, with two male children aged 7 and 8, diagnosed with ADHD, attending the 2nd grade of school and receiving support at Study Centers, during after-school hours. Family members (mothers) and the teachers responsible for the respective children at the Study Centers also participated in the study. Three data collection techniques were used, pre and post intervention: Strengths and Difficulties Questionnaire – completed by parents and teachers; semi-structured interviews conducted with parents and teachers; and a pedagogic tool authored by the researcher team used with the children. Weekly, the two children attended PD sessions at the Study Centers, based on an intervention plan, structured in seven sessions (45 to 60 minutes), exploring the axes that characterize PD. We sought to coordinate family and teachers so that there would be continuity of the intervention in both contexts (provision of a support guide developed for this purpose). The results allow us to conclude that, from the perspective of the participants, after the intervention using PD strategies, improvements were observed, especially at a behavioral level (although p>.05 in the Wilcoxon test), with greater evidence in one case. Effects are also expected at the socio-emotional level, with repercussions on inclusion. Even so, it is essential to continue monitoring their evolution, since, in the long term, if these strategies are continued to be used in different contexts, including school, which was not explored in this study, more significant structural changes may be observed.
Descrição
Palavras-chave
Disciplina Positiva Perturbação de Hiperatividade e Défice de Atenção Comportamento Positive Discipline Attention Deficit and Hyperactivity Disorder Behavior
Contexto Educativo
Citação
Editora
Escola Superior de Educação de Viseu
Licença CC
Sem licença CC