Navegando por Assunto "ADHD"

Agora exibindo 1 - 2 de 2

Acesso aberto (Open Access)
Aplicação e avaliação de um jogo sério como alternativa metodológica para ensino de frações para alunos com TDAH
(Universidade Federal do Pará, 2025-04-30) ALVES JÚNIOR, Fernando Cesar Chaves; MERLIN, Bruno; http://lattes.cnpq.br/7336467549495208; HTTPS://ORCID.ORG/0000-0001-7327-9960; FÜLBER, Heleno; http://lattes.cnpq.br/5018616409948511
Introduction: This article describes the results obtained in an action research on the applicability of a serious game with virtual reality in the teaching and learning process of fractions content for students with ADHD. The development strategies and their practical implications observed in the use of the software are described. Objective: Apply and evaluate the contribution of the game in the learning process of fraction content for students with ADHD in the 6th and 7th grades of elementary school. Methodology or Steps: Presentation of the game to guidance counselors, teachers and parents of students; assessment of learning of fractions content; use of the game by students; reassessment of learning of the content. Results: The possibility of using the game as a didactic alternative for teachers to teach fractions stands out, improving students learning of the content.
Acesso aberto (Open Access)
A rotina e o perfil cognitivo de crianças com e sem transtorno de déficit de atenção e hiperatividade
(Universidade Federal do Pará, 2020-06-10) MACEDO, Cleidson Felipe Damasceno de; SILVA, Simone Souza da Costa; http://lattes.cnpq.br/9044423720257634
The objective of this study was evaluate the routine as well as cognitive profile of children with or without Attention Deficit Hyperactivity Disorder diagnosis. 30 children in the experimental group (EG) and 30 children in the control group (CG), between 8 and 12 years old were evaluated. The data was acquired from a health center and public schools in Belém, Pa. The following instruments were used: The clinical and socio-demographic questionnaire; The Occupational Routine inventory was filled out by caregivers and children to describe the Routine; The SNAP IV interview guide was used to track symptoms and; The WISC IVto assess the cognitive profile. The results showed that the average values obtained in Verbal Understanding (ICV), Perceptual Organization (IOP), Processing Speed (IVP) and Total IQ index were statistically equal for both groups. However, GE obtained a lower performance than the GC regarding the Operational Memory Index (IMO). Routine results revealed no statistical differences between two groups. In addition, it was observed that children in both groups spent more time on rest activities, showing higher level of satisfaction, as well as leisure, pointing out these activities as irrelevant. Both groups had difficulty with Homework category, important information to understand the routine of children with ADHD. This study showed important contributions to the literature, having as main findings the similarities concerning the routine and cognitive profile between children with or without the characteristics of disorder. Further studies with larger populations are suggested to improve the understanding concerning this theme.