Resumo

SANTOS, Waleska M. dos  e  ALBUQUERQUE, Alessandra R. de. School interventions for ADHD: a literature review (2000-2018). Psicol. teor. prat. [online]. 2019, vol.21, n.3, pp. 205-227. ISSN 1516-3687.  http://dx.doi.org/10.5935/1980-6906/psicologia.v21n3p205-227.

Attention-Deficit/Hyperactivity Disorder (ADHD) affects between 3% and 6% of the child population, with those affected children presenting high failure and school dropout rates. From this perspective, interventions implemented in the school context, especially in the classroom, are relevant to the educational process of students with ADHD. This study's objective was to retrieve studies addressing school interventions conducted with children and youth with ADHD through a literature review performed between 2000 and 2018. Empirical peer-reviewed studies, written in Portuguese or English were selected from the Capes Periodical database. Thirty-three papers met the inclusion criteria, only two of which were Brazilian studies. The results reveal positive effects of different intervention strategies on typical academic and ADHD repertoires, which encourages further research and applications.

Palavras-chave : ADHD; school interventions; literature review; children; adolescents.

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