ABSTRACT
INTRODUCTION. Although the diagnosis of attention deficit hyperactivity disorder in preschoolers is increasingly common, relatively little is known about the treatment in this developmental period. Some side effects of pharmacological intervention discourage its use as first-line intervention at this age. AIM. To analyze the effectiveness of psychosocial interventions designed to respond to the needs presented by these children, especially those based on cognitive-behavioral and socio-constructivist models. DEVELOPMENT. The review highlights the effectiveness of parent training programs, alone or combined with interventions at school and with the children. Communication between parents and teachers has been shown to be a determinant of their success. Another aspect that seems to favor the efficacy of treatment in this stage of education is the inclusion in the school curriculum of mediated activities aimed at developing self-regulation. CONCLUSIONS. In preschoolers with attention deficit hyperactivity disorder, preventive action based on these models, increasing the intensity of the intervention depending on the student's response, can help to avoid future problems.
Subject(s)
Attention Deficit Disorder with Hyperactivity/psychology , Attention Deficit Disorder with Hyperactivity/therapy , Child, Preschool , Humans , Psychotherapy/methodsABSTRACT
Introducción. Aunque el diagnóstico del trastorno por déficit de atención/hiperactividad (TDAH) en preescolares es cadavez más frecuente, se sabe relativamente poco acerca de su tratamiento en este período evolutivo. Algunos efectos adversos de la intervención farmacológica no aconsejan su uso como primera opción de intervención en estas edades. Objetivo. Analizar la eficacia de las intervenciones psicosociales para responder tempranamente a las necesidades de niños con TDAH, especialmente las enmarcadas en los modelos cognitivoconductuales y socioconstructivistas. Desarrollo. La revisión de las investigaciones realizadas en los últimos años en relación con este tema destaca la eficacia de los programas de entrenamiento a padres, solos o combinados con intervenciones en la escuela y con los propios niños. La comunicación entre padres y profesores se ha mostrado como factor determinante del éxito de dichos programas. Otro aspecto que parece propiciar la eficacia del tratamiento en esta etapa educativa es la inclusión dentro del currículo escolar de actividades mediadas encaminadas a desarrollar la autorregulación. Conclusiones. En preescolares con TDAH, una actuación preventiva basada en estos modelos, que incremente la intensidad de la intervención en función de la respuesta del alumno, podrá evitar problemas futuros (AU)
Introduction. Although the diagnosis of attention deficit hyperactivity disorder in preschoolers is increasingly common, relatively little is known about the treatment in this developmental period. Some side effects of pharmacological intervention discourage its use as first-line intervention at this age. Aim. To analyze the effectiveness of psychosocial interventions designed to respond to the needs presented by these children, especially those based on cognitive-behavioral and socio-constructivist models. Development. The review highlights the effectiveness of parent training programs, alone or combined with interventions at school and with the children. Communication between parents and teachers has been shown to be a determinant of their success. Another aspect that seems to favor the efficacy of treatment in this stage of education is the inclusion in the school curriculum of mediated activities aimed at developing self-regulation. Conclusions. In preschoolers with attention deficit hyperactivity disorder, preventive action based on these models, increasing the intensity of the intervention depending on the students response, can help to avoid future problems (AU)
