Habitos y tecnicas de estudio en adolescentes con trastorno por deficit de atencion con o sin hiperactividad

A high percentage of adolescents with Attention Deficit Disorder with or without hyperactivity (ADHD) do not achieve satisfactorily academic results, due, among other reasons, to the lack of organization in the study and the lack of knowledge of techniques and resources to deal with school tasks. The objective of this work is to know and improve their habits and study techniques through a quasi-experimental design (pretest-treatment-post-test). The resulting sample consisted of 20 non-ADHD students from different Compulsory Secondary Education courses (5 of each course and ages between 12 and 16 years) and 6 adolescents with ADHD. The evaluation instrument used was the 'Inventory of Study Habits' (Fernández-Pozar, 2002). The results highlighted that the sample of adolescents with ADHD were lacking in all scales measured in the Study Habits Inventory (adaptation to the study-environment, planning of study, use of materials, and assimilation of contents), with their scores being significantly lower than the sample of adolescents without ADHD, in terms of environmental adjustment, and improvements in most other measurements when receiving specialised educational attention.