Psychopedagogical interventions in attention deficit hyperactivity disorder (ADHD): an integrative review of strategies applied to students from the 1st to the 5th grade of elementary school

Abstract

Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common  neurodevelopmental disorders in childhood, presenting significant impacts on the  learning process, behavior, and social relationships of students, especially in the early  years of elementary school. In this context, the following research problem emerges:  which psychopedagogical interventions have been identified in the scientific literature to  support the learning process of students with ADHD from the 1st to the 5th grade of  elementary school? This study aims to analyze, through an integrative literature review,  the main psychopedagogical interventions used in the educational support of these  students, as well as to identify psychopedagogical interventions in the school context,  analyze behavioral interventions, and discuss the contributions of psychopedagogy. The  methodology adopted consisted of an integrative review conducted in scientific  databases, considering studies published on educational and behavioral interventions  related to ADHD. The results indicate that interventions such as classroom organization,  clear instructions, task segmentation, positive reinforcement, use of visual resources, and  social skills training significantly contribute to the academic and socio-emotional  development of these students. It is concluded that psychopedagogical practice plays a  fundamental role in promoting inclusive educational practices and supporting the integral  development of students with ADHD in the early years of elementary education.