Intervención psicopedagógica basada en la estimulación cognitiva para mejorar la memoria de trabajo en un estudiante con trastorno por déficit de atención e hiperactividad del séptimo grado de la escuela de educación básica municipal Héroes del Cenepa, 2023
The objective of this curricular integration work was to apply the psycho-pedagogical intervention based on cognitive stimulation to improve working memory in a seventh grade student with attention deficit and hyperactivity disorder, from the Heroes del Cenepa Municipal Basic Education School, 2023....
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| Formato: | bachelorThesis |
| Idioma: | spa |
| Publicado: |
2023
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| Acceso en liña: | https://dspace.unl.edu.ec/jspui/handle/123456789/28056 |
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Engadir etiqueta | Summary: | The objective of this curricular integration work was to apply the psycho-pedagogical intervention based on cognitive stimulation to improve working memory in a seventh grade student with attention deficit and hyperactivity disorder, from the Heroes del Cenepa Municipal Basic Education School, 2023. It was carried out under a quali-quantitative or mixed approach, descriptive type and case study method, as techniques and instruments were used, semi-structured interview, achievement sheet, Conners scale for parents and teachers, digit retention subtest, number and letter succession subtest of the Wechsler scale of intelligence for children WAIS-IV. The results obtained from the interview with the teacher mentioned that the student does not understand instructions, does not carry out activities on his own, leaves unfinished tasks and has a tendency to forget them easily. As for the Conners scale for parents and teachers, the factors: Conduct problems; Learning problems; Psychosomatic; Impulsive and hyperactive; Anxiety; Hyperactivity; Emotional overindulgence; Asocial; Daydreaming-attendance problems. With scores below the 70th percentile. It is concluded that it is not significant to present attention deficit and hyperactivity disorder. By means of the subtest of digit retention and succession of numbers and letters, the student is found to have a low average in terms of working memory. Therefore, a psycho-pedagogical intervention proposal was designed in such a way that it is structured by 9 workshops in function of improving working memory, concluding that after the intervention process it could be corroborated through the post test, placing the student from a low average to an average range in terms of working memory. |
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