Celestino Rodríguez Pérez
University of Oviedo, Spain

New contexts for assessment and intervention in ADHD and learning disabilities.

Participants: Debora Areces; Anna Bujnowska; Inmaculada Mendez Freije; Tania Pasarín-Lavín.

A very important determinant of school performance, child behavior and its related factors, is Attention Deficit Disorder with and without Hyperactivity (hereinafter ADHD) and Specific Learning Difficulties (SLD). In practice and on the other hand, these disorders and difficulties pose certain problems in the student's learning and teaching, as a consequence of the behaviors and the repercussion of the executive functions, in addition to the logical low performance. However, the profound scientific advances on Specific Educational Support Needs, including (including all educational stages), make us reconsider this conceptualization, and lead us to study new, objective and more reliable methods of evaluation and knowledge, and therefore a comprehensive intervention, taking into account the characteristics of each case. ADHD is a diagnosis that currently affects between 3 and 5% of the school population. The DSM criteria are one of the most widely used evaluation systems in the clinical setting but sometimes this seems insufficient due not only to the characteristics of the disorder but also to the high comorbidity. ADHD generates difficulties in both learning and behavior as it affects both concentration (attention deficit) and behavioral control (hyperactivity) and also has altered executive functions. In this symposium we will deal empirically with different novel evaluation and intervention studies that we hope will be useful to develop scientific knowledge.  In addition, we intend to exemplify these ideas with studies that comprehensively cover this topic.

Professor in the area of Developmental and Educational Psychology (Department of Psychology) at the University of Oviedo. Member of the research group on School Learning, Difficulties and Academic Performance (ADIR). He is currently the Dean of the Faculty of Teacher Training and Education and the University of Oviedo. He did his doctoral thesis on ADHD and Learning Difficulties in addition to different stays at Trinity College Dublin, Toronto (Canada) and the Institute of Neuroscience of Ireland, University of Cologne, University of Porto or North Carolina State University. He has published more than 120 articles in scientific journals and book chapters on ADHD and associated Learning Disabilities. He has participated in several national and international conferences and has given several lectures and courses, national and international, on ADHD and Learning Disabilities, as well as teaching in different postgraduate degrees. He has participated in research projects funded by the Ministry of Education, Principality and University and is Director of scientific journals such as Aula Abierta, Magister or Revista Electrónica de Dificultades de Aprendizaje. He is a member of the Editorial Board of the journal Psicothema, an associate editor of PLOS ONE and belongs to the Learning Disabilities Worldwide Association of Boston USA, as well as being a member of the IARLD (International Association in Research of Learning Disabilities) of USA, and the EARLI (European Association Research in Learning and Instruction).



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