Identificação dos comportamentos de alunos com perturbação de hiperatividade e défice de atenção

: perceção dos professores

Abstract

Introduction: The Attention Deficit and the Hyperactivity Disruption (ADHD) is the most diagnosed childhood perturbation and the one which is most challenging for schools and teachers. However, the teachers’ knowledge about hyperactivity has been considered insufficient to answer the different educational needs. Aim: To know the primary school teachers’ perceptions about the behaviours of students with ADHD and to check out whether the behaviours are coincident with the defined characteristics in DSM-IV-TR. Methodology: This is a transversal qualitative study of phenomenological nature. The picking out information period took place between April and May 2012, through semi-structured interviews with 10 participants that were intentionally selected. This study looked for the saturation of information in the reports. Results: The results have shown that the identified behaviours match with the ones indicated in the scientific literature, regarding the ADHD symptoms, the absence of mind, the hyperactivity and the impulsivity. Nevertheless, the results aren´t enough, because they reveal some deficiency in terms of diagnosis, treatment and intervention strategies. Conclusion: This evidence has shown that the behaviours which cause more perturbations in school context are lack of attention and hyperactivity, with consequences in the academic performance and personal relationships of the children, and resulting in obvious future implications for their lives.

Date of Award	11 Feb 2013
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Rosa Martins (Supervisor) & Sofia Campos (Co-Supervisor)