Hyperactivity is a chronic disorder which accounts for almost 50% of the consultations carried out within child and adolescent psychiatry. It is also possibly one of the disorders that has generated the most attention, caused the most concern and been a subject of study for many years among educators, parents and specialists.
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- Bibliography card
- 1 Hyperactivity
- 1.1. Introduction
- 1.2. The nature of hyperactivity
- 1.2.1. Incidence of hyperactivity
- 1.2.2. Symptoms of hyperactivity
- 1.2.3. Concept of hyperactivity
- 1.3. Introduction to the historical knowledge of the disorder
- 1.4. Introduction to the etiological knowledge of the disorder
- 1.4.1. Genetic influences
- 1.4.2. Prenatal and perinatal factors
- 1.4.3. Environmental influences
- 1.4.4. Psychosocial influences
- 1.5. Explanatory models
- 1.5.1. Virginia Douglas’ attention model
- 1.5.2. Russell Barkley’s self-regulation model
- 1.6. Summary of contents
- 2 Diagnosis, assessment and treatment of hyperactivity
- 2.1. Introduction
- 2.2. Assessment and diagnosis of hyperactivity
- 2.2.1. Areas
- 2.2.2. Criteria
- 2.2.3. Associated disorders
- 2.2.4. Procedures
- 2.3. Treatment of hyperactivity
- 2.3.1. Objectives
- 2.3.2. Requirements
- 2.3.3. Types of treatment
- 2.4. Summary of contents
- 3 Strategies and resources for teachers and families
- 3.1. Introduction
- 3.2. Strategies and resources for teachers
- 3.2.1. Justification
- 3.2.2. The teacher’s role
- 3.2.3. The teacher and the family
- 3.2.4. Intervention guidelines
- 3.2.5. Curricular adaptations
- 3.2.6. Useful strategies
- 3.2.7. Cognitive behavioural techniques in the classroom
- 3.3. Strategies and resources for families
- 3.3.1. Family needs
- 3.3.2. Strategies to be followed
- 3.4. Intervention programmes
- 3.4.1. General principles
- 3.4.2. Intervention procedures
- 3.5. Summary of contents
- SUMMARY
- Bibliography
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