Estrategias metodológicas que se pueden implementar para regular los comportamientos disruptivos en los estudiantes con TDAH en el aula de clases regular.

Abstract

This thesis aims to develop a graphic arts activity guide to modify disruptive behaviors exhibited by students with ADHD in elementary school, aged 6 to 8, at the "SOFOS" Private Educational Unit. The objective of this work is to propose playful strategies that provide teachers and DECE professionals with a tool to respond to inappropriate behaviors, impulsivity, and inattention in the classroom, as well as to provide quality and inclusive education. The research paradigm is critical sociology, and the methodology used is qualitative. Surveys were conducted among the EGB teaching staff in elementary school and interviews were conducted with DECE professionals. This allowed us to analyze and demonstrate the problems that arise when disruptive behaviors arise and the need to establish timely and appropriate strategies. An intervention proposal was developed, including a graphic arts activity guide, that will allow teachers and DECE professionals to develop appropriate strategies to address these cases in the school setting. This research concludes with the importance of working with playful, inclusive, and appropriate strategies to address these behaviors and achieve emotional selfregulation and meaningful learning in regular classroom students.