Déficit de atención e hiperactividad en clase: evaluar la percepción del niño a través del dibujo

  • Francesca Giovanna Maria Gastaldi
  • Laura Elvira Prino
  • Tiziana Pasta

Resumen

Para el niño que tiene dificultades en prestar atención y en controlar su comportamiento, el aula podría resultar un entorno “inadecuado”. Nuestro estudio implica a 124 alumnos de primero, segundo y tercero de primaria de algunas escuelas piamontesas. Los sujetos se han dividido en dos grupos: un grupo experimental (GE), compuesto por 60 niños que, según los maestros predominantes, presentan déficit de atención y comportamientos hiperactivos, y un grupo de control (GC). Para detectar el comportamiento y la calidad de las relaciones que caracterizan la vida en la clase de los dos grupos, se han utilizado diferentes test (ej. STRS, SDQ, Class Play, Prueba de atribución). En este artículo aparecen, en concreto, los resultados obtenidos a través del test gráfico “El dibujo de la clase”. Esta herramienta que, al igual que las otras confirma los datos de la relativa literatura y subraya la calidad de la relación maestro-alumno, tiene en consideración las dificultades del niño con dicho “trastorno” con respecto a específicas áreas del comportamiento, especialmente el área de la socialización y la afectividad.

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Cómo citar
GASTALDI, Francesca Giovanna Maria; PRINO, Laura Elvira; PASTA, Tiziana. Déficit de atención e hiperactividad en clase: evaluar la percepción del niño a través del dibujo. European Journal of Child Development, Education and Psychopathology, [S.l.], v. 2, n. 1, p. 5-16, abr. 2014. ISSN 2340-924X. Disponible en: <https://formacionasunivep.com/ejpad/index.php/journal/article/view/13>. Fecha de acceso: 19 nov. 2019 doi: https://doi.org/10.30552/ejpad.v2i1.13.
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Palabras clave

ADHD; escuela primaria; dibujo infantil; dibujo de la clase; relación maestro-alumno