International University of La Rioja

Faculty of Education

Integration of students
with ADHD in the classroom
Early Childhood Education to
through the Method
Barkley
Final degree project presented by: Vanessa Barreiro Escañuela
Degree in Early Childhood Education
Research line: Intervention proposal
Director/a: Dra. Mónica Gutiérrez Ortega

Barcelona
15 de febrero de 2013
Signed by: Vanessa Barreiro Escañuela

THESAURUS CATEGORY:
1.1.8. Métodos pedagógicos
Vanessa Barreiro Escañuela

Summary

Nowadays and increasingly frequently, it is easy for the teacher to find themselves in the classroom.
children who present Attention Deficit Hyperactivity Disorder (ADHD) and, due to
so much, with the difficulties associated with it. With this intervention proposal, it has been attempted,
On one hand, to provide an overview of ADHD through its definition, characteristics,
diagnosis and possible treatments, to subsequently propose an action plan
early through the Barkley Method. This method aims to alleviate disorders.
behaviors of these children, enhance social relationships and, therefore, improve their
aprendizaje, adaptación e integración tanto en el entorno escolar, familiar como en el social.
For this, a series of strategies designed to reduce stubbornness will be detailed,
oppositional behavior and increase collaborative behaviors, through different
activities that allow the teacher to put it into practice.

Keywords:
Attention Deficit Hyperactivity Disorder, behavioral problems, proposal of
intervention, early childhood education, Barkley Method

Abstract

Nowadays, it is increasingly more common for teachers to find children suffering from the
Attention Deficit Hyperactivity Disorder (ADHD) in their classroom, and consequently, they
must deal with the difficulties associated with it. The following intervention proposal wants to
give a general view of ADHD through its definition, characteristics, diagnosis and possible
treatments, so as to later propose an early action plan based on Barkley’s Method. This
method tries to reduce the behavioral disorders of those children, enhance their social
relationships and therefore, improve their learning, adaptation and integration not into the
school environment but to the family and social environments as well. For that purpose, a series
of strategies will be given in order to reduce the obstinacy, the opposition behaviour and
increase the cooperative conducts, through a number of different activities that will help the
teacher to reach those goals.

Key Words:
Attention Deficit Hyperactivity Disorder, behavioral disorders, intervention proposal, pre-
school education, Barkley’s Method

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Acknowledgments

Now that the work is finished and looking back, I would like to thank for the support to
all those people who have helped me make my dream of becoming a teacher come true, in
special...

To all the teachers I have had throughout my degree who have shared with me
her knowledge and her passion for teaching. Especially to Mónica Gutiérrez, my director of
Final Degree Project for being my guide, my support in the most difficult moments and encouraging me.
at all times.
To all the children who suffer from Attention Deficit Hyperactivity Disorder.
this work has allowed me to get to know this disorder more closely and at the same time to realize
of the suffering that it causes for both the parents and the children who endure it, and yet
they are capable of fighting to overcome it.

To my workmates, Elena, Laura, Maite, Pili, Raquel, and Vero, and my friends José and
Rubén and Vanessa, for supporting me in the worst moments of my life, encouraging me to
overcome them and teach me that 'if the backpack is heavy... you have to stop to lighten it.'
To my whole family for being so wonderful, especially to my siblings, Eli, Eva, and José for
for giving me a childhood full of joy and for their unconditional support. And to my nephews for
sacarme una sonrisa cada día.
To my parents, José and Fina, for being my pillars in life, my role models, for having
taught everything I know and what I am.
And lastly but not least, to Àlex, my future husband and my great love, my
serenity, my joy, the meaning of my life. For all your support and unconditional help since without
It all would have no meaning and I wouldn't have achieved my goals and dreams.

Thank you.

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Index

INTRODUCTIONN .............................................................................................. 6
Objectives of the Bachelor's Degree Final Project. 6
Structure of the Final Degree Project ....................................................................................... 7
Motivation for the Final Degree Project ...................................................................................... 7

CHAPTER 1. THEORETICAL FRAMEWORKO ....................................................................... 8

1.1. INTRODUCTION
1.2. CONCEPT OF ADHD ......................................................................................................8
1.3. CHARACTERISTICS OF ADHD .................................................................................... 10
1.4. ETIOLOGY OF ADHD ................................................................................................. 13
1.5. ADHD DIAGNOSIS ............................................................................................ 15
1.6. TREATMENT .............................................................................................................. 16
1.6.1. Pharmacological treatment........................................................................ 16
1.6.2. Psychological treatment for parents, teachers, and childrens......................... 16
1.6.3. Psychoeducational Treatment .................................................................17
1.7. CONCLUSIONS OF THE CHAPTER ..................................................................................17

CHAPTER 2. ADAPTATIONS FOR CHILDREN WITH ADHD............................18

2.1. INTRODUCTION ............................................................................................................ 18
2.2. LEGISLATION ON CHILDREN WITH SPECIAL EDUCATIONAL NEEDS........... 18
2.3. ADAPTATIONS FOR CHILDREN WITH ADHD ................................................................. 19
2.4. TESTS TO EVALUATE INTELLECTUAL CAPACITIES. 23
2.5. CHAPTER CONCLUSIONS. 23

CHAPTER 3. THE BARKLEY METHOD AS METHODOLOGY OF

WORK IN THE EARLY CHILDHOOD CLASSROOM:
INTERVENTION PROPOSALN ...................................................... 24
3.1. INTRODUCTION TO THE INTERVENTION PROPOSAL.24

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3.2. SPECIFIC VISION OF R. BARKLEY ON ADHD. 25

3.3. THE EIGHT STEPS OF THE BARKLEY METHOD. 26
3.3.1. STEP 1: Learn to give positive attention to the child .............................. 27
3.3.2. STEP 2: Use attention to improve obedience ......................... 27
3.3.3. STEP 3. Give effective orders ..............................................................28
3.3.4. STEP 4. Teach the child not to interrupt activities in the classroom ......28
3.3.5. STEP 5. Establish a reward system with points or tokens...............28
3.3.6. STEP 6. Learn to punish bad behavior appropriately
constructive
3.3.7. STEP 7. Increase the use of 'time'-out........................................... 29
3.3.8. STEP 8. Direct the child's behavior in public placess ...............30
3.4. OBJECTIVES OF THE INTERVENTION PROPOSAL ............................................... 31
3.5. SEQUENCE OF ACTIVITIES .................................................................................... 31
3.6. WORK METHODOLOGY .....................................................................................50
3.7. RESOURCES
3.8. TEMPORALIZACIÓN .....................................................................................................50
3.9. EVALUATION
3.10. CONCLUSIONS OF THE CHAPTERO............................................................................... 54

CHAPTER 4. CONCLUSIONS, DISCUSSION, LIMITATIONS AND LINES

FUTURE RESEARCH
4.1. INTRODUCTION. 56
4.2. DISCUSSION OF RESULTS AND CONCLUSIONS. 56
4.2.1. Discussion and conclusions of the first objective of the research ............ 57
4.2.2. Discussion and conclusions of the second research objective ......... 57
4.2.3. Discussion and conclusions of the third and fourth objective of the researchn 58
4.3. LIMITATIONS AND FUTURE RESEARCH DIRECTIONS.58

LIST OF REFERENCES............................................................................... 60
BIBLIOGRAPHYA .............................................................................................. 63
TABLE OF CONTENTS ....................................................................................... 65
APPENDICES ................................................................................................... 66

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INTRODUCTION

Educating a child is like holding a bar of soap on the table. If you squeeze
a lot escapes quickly, if you hold it with indecision, it slips through your fingers,
a soft but firm pressure keeps it in place.
Orjales (2009)

As future teachers involved in the learning of our students, we have the

obligation to make the most of and take full advantage of all the resources we have available
to provide students with a personalized and inclusive education.
The purpose of the proposal that will be developed throughout this Final Degree Project is
focus on the treatment of students suffering from Attention Deficit Disorder
Hyperactivity (ADHD), as it is known that children who present this disorder have
more possibilities of controlling it and minimizing its harmful effects if action is taken to correct it
from a very early age.
Currently, there is an increasing trend in the presence of students who
they suffer from different behavioral and/or emotional disorders in the classroom and it is the teacher's task

having a vision of what the problem is and, at the same time, seeking the appropriate strategies to
to prevent school failure of these students. Every teacher must train, among other aspects,
about these disorders, to have a complete view of their causes, as well as their symptoms,
del desarrollo y evolución del trastorno. Así pues, el profesor es un elemento fundamental para
the correct emotional and cognitive development of students with ADHD is essential for
an appropriate integration of those children in the Curriculum Project of a regular classroom.
In the following intervention proposal, we will use the Barkley Method to improve
social relations, their learning, adaptation and integration both in the classroom and in
society of the child with ADHD.

OBJECTIVES OF THE FINAL DEGREE PROJECT

The general objective of this Bachelor's Thesis is to design a
intervention program through the Barkley Method that promotes the integration of children
in the Early Childhood Education classroom taking into account their characteristics and also that

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provide teachers with criteria for the observation and early detection of ADHD within the
classroom.
To achieve the set general objective, the following objectives are established.
specifics:
Understanding Attention Deficit Hyperactivity Disorder and its presence in
the students of the second cycle of early childhood education.

To understand the issues related to the disorder concerning the Early Childhood Education curriculum.

and make the necessary adaptations.

Know and describe the characteristics of the Barkley Method.
Design the intervention program adjusted to the principles of the Barkley Method.

STRUCTURE OF THE FINAL DEGREE PROJECT

This work is structured around four chapters. In the first chapter, it...
presents a theoretical perspective of Attention Deficit Hyperactivity Disorder
(ADHD) through its definition, etiology, characteristics, diagnosis, and possible treatments
taking into account that each child is different and has their own learning pace. In the
The second chapter details a series of possible adaptations applicable to children with ADHD.
as well as an overview of the legislation related to the care of students with
Special Educational Needs. In the third chapter, the proposal is described.
educational intervention for children with ADHD, based on the use of the Barkley Method as
learning strategy. This method proposes a program of eight steps or guidelines that
they must be applied successively and to carry it out, a series have been designed and detailed
of activities, with the methodology, resources, timeline, and evaluation of this proposal
intervention. To conclude, the final chapter presents the conclusions, limitations of
work done and a proposal for future lines of research related to ADHD.

MOTIVATION FOR THE FINAL DEGREE PROJECT

The interest and affinity for children with Special Educational Needs and
specifically children with ADHD, has been my main motivation for choosing this topic and
to carry out this present Bachelor's Thesis. It is an increasingly common reality in our
society since in every classroom it is easy to find a child who shows signs of such
disorder. This fact encouraged me to work on the subject and through a literature search,
I found the Barkley method, the guidelines of which motivated me to propose a methodology.
in my opinion innovative, of work in the classroom of early childhood education through a proposal of
intervention composed of a series of activities aimed at the integration of these children.

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CHAPTER 1.
THEORETICAL FRAMEWORK

My head... it feels like I have a thousand feet.

This is how a 9-year-old boy, later diagnosed with ADHD, responded.
during a fill-in-the-blank test conducted by Isabel Orjales. Orjales,
(2009)].

1.1. INTRODUCTION
Throughout this first chapter, the aim is to provide a general and specific overview of
Attention Deficit Hyperactivity Disorder (ADHD) through its definition, etiology,
characteristics, diagnosis, and possible treatments. With this information, it aims to provide a
series of theoretical guidelines for the teacher in case they observe in a student that they have any
symptom of suffering from such disorder and, thus, refer it to the appropriate specialists to
diagnose it.
When we talk about ADHD, we are referring to a group of disorders that...
they manifest both learning difficulties and adaptation difficulties
family, school, and social.

1.2. CONCEPT OF ADHD

Attention Deficit Hyperactivity Disorder (ADHD) is a disorder of the
behavior that has been studied by various researchers throughout the twentieth century. As can be
It should be noted that there is no single definition that explains the characteristics of this pathology.
and therefore, it is necessary to have a global view of all of them to get an idea of that
disorder.
Demoor (1901) described at the beginning of the last century the existence of certain children
with different behavior, characterized by the need to be in constant
movement and a clear difficulty in attention. At the same time, Doctor George Still (The Lancet,
1902) attributes this disorder to a "problem in the moral control of behavior."
Tredgold, in 1914, determined that ADHD could be caused by 'a type of
encephalitis where the area of behavior is affected.” In the mid-20th century, Lauferr
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Denhoff (1957) referred to ADHD as a 'hyperkinetic syndrome'. In the 1970s,
Douglas argued that the basic deficiency of hyperactive children was not the excessive degree
of activity, but rather their inability to maintain attention and their impulsivity

Currently, the reference for the diagnosis and definition of mental disorders
It is the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV), published by
the American Psychiatric Association (APA) (2001), where ADHD is defined as "a
determined degree of attention deficit and/or hyperactivity-impulsivity that results
maladaptive and incoherent in relation to the child's level of development and is present before
from the age of 7 years old.
It is worth noting that in the manual (DSM-IV-TR) published in 2002 by the APA, in the
definition of Attention Deficit Disorders and disruptive behavior includes:

1) Attention Deficit Hyperactivity Disorders (ADHD), which

according to Moreno (Moreno, 2005) it can be subdivided into four different subtypes:

Attention Deficit Hyperactivity Disorder predominantly

attention deficit. It is characterized by symptoms of inattention.
stand out from the others.

Attention Deficit Hyperactivity Disorder with predominance

hyperactive-impulsive. It is characterized by having a greater prominence of the
hyperactive-impulsive behaviors, lack of self-control and the disorder of the
inhibition of behavior.

Attention Deficit Hyperactivity Disorder with predominance

combined. It is characterized by the combination of both types of symptoms in
the same degree (hyperactive and impulsive behaviors, attention problems,
of learning and executive control).

Attention Deficit Hyperactivity Disorder unspecified type.

They are those cases that do not fit into the previous categories.

2) The Oppositional Defiant Disorder. It includes children with behaviors

oppositionists.

3) The Disocial Disorder. Children with pre-delinquent behaviors.

Orjales (2002) defines the deficit as 'a developmental disorder conceived as

delay in development, which constitutes a persistent behavior pattern, characterized by

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unease and excessive lack of attention, which manifests in situations that require
motor inhibition

In contrast, Barkley (2002) defines ADHD as "a disorder of origin

neurobiological that affects the frontal lobe, the part of the brain responsible for regulating functions
executives. These functions are related to planning, self-regulation or language
internal, emotional control and the ability to analyze and process information. The result
failure of these functions results in three basic symptoms: inattention, hyperactivity and
impulsivity.

According to the DSM-IV-TR (APA, 2002), the prevalence of ADHD would be between 3 and 7% of the
school-age children and with a greater influence on boys than on girls. Although in this
the last point there is some controversy, since according to Nalda's research (2009), the
the problem is that it is more difficult to detect in girls.

Psychologist Isabel Menéndez (2001) gives us a brief historical summary about the
ADHD (table 1):

TABLE 1: HISTORICAL SUMMARY

1897 Bourneville Unstable children.

1902 Still Defects of moral control.
1920 Hohman Human brain injury.
1931 Signs Associates perinatal asphyxia.

1934 Kahn and Cohen Organic impulsivity syndrome.

1962 Clements and Peters Minimal Brain Dysfunction Syndrome.
1968 DSM II Hyperkinetic reaction of childhood.
1987 DSM III Attention deficit hyperactivity disorder.
1994 DSM IV Attention Deficit Hyperactivity Disorder: introduce
the three subtypes.

1.3. CHARACTERISTICS OF ADHD

The symptoms that characterize the presence of ADHD in a child are not homogeneous.
but each one can present different symptoms and even show different levels
of them based on various external causes such as the environment, family, etc. Still

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Thus, there are a series of common characteristics or symptoms that are present in all of them, such as the following:

inattention, impulsivity, and motor and/or vocal hyperactivity.

This difficulty in determining the symptoms of ADHD syndrome ended
clarifying with the DSM-IV manual from 2002, which specifies the common characteristics that
can develop in children diagnosed with each of the subtypes of ADHD and that
the following is detailed:

1) Symptoms of Attention Deficit Hyperactivity Disorder, with

predominance of Attention Deficit (ADHD/I). Among them we find:
difficulty in organizing and maintaining attention to one or more stimuli, problems
to follow orders and complete tasks (task avoidance with great mental effort)
easily distracted by irrelevant stimuli and losing things.

Symptoms of Attention Deficit Hyperactivity Disorder, with

predominance of Hyperactivity/Impulsivity (ADHD/H-I). In this case,
we found the main symptom of hyperactivity which would be restlessness, that is,
children who constantly get up in the classroom and have difficulties when it comes to
play calmly. On the other hand, we find the symptoms of impulsivity, which
it manifests in children who respond hastily to questions and
they interrupt and show difficulty in keeping their turn.

Symptoms of Attention Deficit Hyperactivity Disorder, Type

Combined (ADHD/C). In this subtype, the symptoms of Deficit would be combined.
Attention to those with Hyperactivity and Impulsivity.

4) Symptoms of Attention Deficit Hyperactivity Disorder, no

specified (ADHD/NE). In this case, symptoms of inattention or of
hyperactivity-impulsivity without meeting the previous criteria.

In addition to all these symptoms, and as we have discussed earlier, it would be necessary to

remember that ADHD often has other types of associated symptoms: low self-esteem,
social, cognitive and socio-emotional difficulties, disocial disorders, etc.
As Barbarossa (2009) comments in his article, we can find various
hyperactivity indicators according to the child's age:

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TABLE 2: HYPERACTIVITY INDICATORS

Age Indicators of hyperactivity

From 0 to 2 years Sleep issues, in meals,
elevated reactivity to auditory stimuli and
irritability.
From 2 to 3 years Immaturity in expressive language and excessive
motor activity.
From 4 to 5 years Social adaptation problems and they don't like it
to comply with regulations.

From 6 years old Impulsivity, deficit de attention y

antisocial behavior.

It should be noted that according to Brown (2003), between 30 and 80% of children with ADHD
they continue to have symptoms in adolescence and more than 50% in adulthood.
Domenech (2004) on his part explains that children with ADHD develop a game
more immature, simple and less social, symbolic, making a monotonous and invariable use in the
materials they use to play.

At the same time, Martínez and Conde (2009) characterize children with ADHD by the appearance of
the following symptoms:
Difficulties in controlling behavior, maintaining attention and
conflict resolution.
Problematic and disruptive behaviors.
Low self-esteem and level of tolerance and emotional immaturity.
Alterations in language.

On the other hand, Nalda (2009) points out that the main problem of children with ADHD is
the difficulty they have in following orders and acquiring habits.

In the following table, prepared by the Department of Education of the Basque Government
In the 'Action Guide for Students with ADHD' (2006), it explains the problems that arise
associate with ADHD:

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TABLE 3: PROBLEMS ASSOCIATED WITH ADHD

BEHAVIORAL Challenging.
Oppositionist.
They do not respect rules.

Loss of control in the face of demands.

RELATIONS Rejection of equal groups

PERSONAL Lack of social skills.

Labeled by the social environment.
Low tolerance for criticism.
MOOD Low mood
Disillusionment

Low tolerance for frustration.

Sudden change of mood
DIFFICULTIES Planning.
ACADEMIC Processing of thought.
Work Memory.
Spatio-temporal relationships
Visuo-motor coordination.
Order and neatness.

1.4. ETIOLOGY OF ADHD

Attention Deficit Hyperactivity Disorder has a neurobiological origin and
Although it is not a disorder that appears suddenly, its symptoms are already present at a young age.
early (before the age of 5), which requires adequate and extensive observation.
to be able to diagnose it.
It is believed that the dysfunction caused by ADHD is a consequence of an imbalance in two
brain neurotransmitters: norepinephrine and dopamine. This imbalance affects the
areas of the brain responsible for self-control and the inhibition of inappropriate behavior
What are the frontal lobes, the circuits of the basal ganglia, and the cerebellum.
Barkley (1997) states that ADHD is due to a malfunctioning of:
The prefrontal cortex that acts in the activation of the child's behavior.
resistance to distraction and the development of time awareness.
The brain worm, associated with the regulation of motivation.
The caudate nucleus and the globus pallidus that help in the inhibition of the
automatic responses, aiding reflection.

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Gándara (2006) talks to us about a series of mental health issues that can
to confuse with ADHD (see Appendix I).
However, there are two main biochemical hypotheses that would explain the
alterations in brain function that would lead to the development of ADHD and what they are
next:

TABLE 4: BIOCHEMICAL ALTERATIONS

Dopaminergic Hypothesis NORENERGIC HYPOTHESIS

(Castellanos, 1997) (Roth and Elsworth, 1995)
It raises the possibility that in people with
ADHD would exist: ADHD would exist:

An activity below normal in the 1. An activity below normal in the

cortical region that would cause cognitive deficits. cortex that would cause memory deficits.
2. A hyperactivity in the subcortical region that 2. A hyperactivity in the subcortical system that
it would provoke motor hyperactivity. it would result in hyperactivity.

The research by Barkley (1990), Pauls (1991), and Biederman (1992), also
They comment that environmental factors increase the symptoms of ADHD. Some factors of
risk, according to Moreno (2005) would be:

Children with health problems during childhood and with developmental delays.
motor coordination.
Children with inattentiveness and emotional difficulties.
3) Critical behavior of the mother in the early years of the child's life.
4) Consumption during pregnancy of alcohol, nicotine, or other substances.
Premature pregnancies where the child's development is affected.
6) Adverse socioeconomic conditions and low educational level of the parents.

The American Academy of Sleep Medicine (2011) also adds as possibly

Risk factor is the fact that children do not sleep enough.
As previously seen, there are many environmental factors that predispose
to the suffering of ADHD. However, it should be emphasized that there is also a genetic origin.
of that disorder. In 2002, Barkley argues that "around 40% of all young people with
ADHD, at least one family member has this condition," a hereditary component that
neuropediatrician Mulas (2012) also comments that "80% of
ADHD cases are of genetic origin. Regarding genetic causes, Biederman and

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Faraone (2005) found several genes related to the dopamine receptors DR4.
and DR5 that were involved in the pathophysiology of ADHD.

1.5. ADHD DIAGNOSIS

A correct diagnosisand early diagnosis of ADHD is essential for treatment.
be effective considering that each child is different.
The diagnosis includes the psychological evaluation to establish capabilities and
limitations of the child, the medical evaluation to rule out or confirm diseases and the
psychopedagogical evaluation.

According to the DSM-IV, in order to give a diagnosis of ADHD, the symptoms must occur in
two or more environments (home and school for example) and having been present before the age of 7.

In contrast, Lasa (2008) explains that before knowing what type of intervention is most
convenient for the child, a detailed diagnostic evaluation must be conducted through:
Interviews with the parents.
Psychological assessment.
Collection of information from the educational, medical, and socio-community environment.

As we can see, the diagnosis of ADHD is a shared task between the parents, the
pediatrician, the psychopedagogue, and the teacher. The DSM-IV-TR (First, 2009) provides a series of criteria for

evaluate in order to diagnose ADHD in the case of a student about whom there are some doubts
to be able to endure it (see Appendix II). In addition, the professor has a protocol at his disposal
detection (see Appendix III) that will help you observe if the child has any problem with
disorder and if it is necessary to talk to the family and refer it to specialists.

Vaquerizo (2005) presented a new model for diagnosis and prevention as a novelty.
in ADHD with a complementary methodology called '360º Methodology' through the
the complete environment of these children is evaluated. In their words: "It is very important
examine the information the child receives in all environments: the parents, the educators,
Friends... One must have a complete picture of their environment in order to diagnose them.
correctly and help him" -and adds- "In many cases there is a genetic component of the
TDAH y los padres juegan un papel fundamental en la evolución de la enfermedad. La gran
most of them collaborate in this type of programs because this disease has a 70% of
base genética”.

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The purpose of a good diagnosis is to be able to detect and respond to the needs of the
child with ADHD, through specific resources and materials adapted to him.

1.6. TREATMENT
An early and well-organized treatment will allow for the control of ADHD symptoms,
improving the learning process, social interactions, and helping the child to have
a more suitable future.
The consensus report from the NIH (National Institute of Mental Health) published in
February 2000 emphasizes the importance of medications, behavioral therapies and the
combined (multimodal) treatments to treat children with ADHD.
The most effective treatment is the multimodal one, led by Jensen, which combines the
following components taking into account that joint work is necessary and positive
Doctors, teachers, and family for good personal and academic development.

1.6.1. Tratamiento farmacólogico

The pharmacological treatment is based on the use of stimulants that act on the
central nervous system, releasing controlled doses of substances that facilitate the
availability of some neurotransmitters. The most commonly used is Methylphenidate, which reduces
the main symptoms of ADHD (Pritchard, 2006) and presents in two forms: that of
rapid release and sustained release. Helps improve behavior, school performance and
the social adaptation of the child. It can be started securely and under psychiatric supervision, at
from the age of 6, although in severe cases it can start earlier. There are other treatments.
pharmacologicals such as Atomoxetine, which is a norepinephrine reuptake inhibitor
which has no stimulating effects and can be started from the age of 6.

1.6.2. Psychological treatment for parents, teachers, and children

Psychological treatment is based on providing information about the disorder, offering
strategies to control behavior, to improve the relationship between parents and teachers with him
child and promote the child's self-control. In this type of treatment, Rodríguez (2010) informs us
talks about a series of interventions:

1) Behavioral therapy: it is based on training parents and teachers in helping

behaviors, in the development and coordination of programs between the center and home.

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2) Contingency guide: it is based on the direct study of positive and negative effects.
within a structured environment.
3) Cognitive-behavioral interventions directly in children: includes exercises
to improve the planning of social behaviors, to reduce dependence on
adult, etc.
4) Training in social skills: it is based on exercises for children
improve social skills (respecting others, behaving in different
situations of your daily life, etc.)
5) Training for parents: parents should know the basic characteristics, symptoms,
treatments, etc., and thus the intervention will be more successful.

1.6.3. Psychoeducational Treatment

The psychoeducational treatment is based on promoting and improving needs.
socioeducational interventions for children with ADHD through well-established behavioral techniques,

motivated teachers with a positive attitude.

The NICE guideline (National Institute for Health and Clinical Excellence) developed in Great
Brittany proposes as a first approach the support of the family and the environment. On the other hand, the
American Academy of Psychiatry (Duavn, 1997) comments that in any treatment there is
to establish a therapeutic alliance with the parents, the child, and the school.

1.7. CHAPTER CONCLUSIONS

During this chapter, we have been able to verify the importance of knowing the
etiology, the characteristics and symptoms of ADHD in order to make a good diagnosis
teniendo en cuenta que cada niño es diferente y tiene un propio ritmo de aprendizaje.
It is important to highlight the existence of flexible yet clear norms.
school support, the absence of negativism, aggression, an active and flexible teaching in its
methods and the early detection of this disorder by the teacher that will be based on the
direct observation, in order to detect certain behaviors typical of children with
ADHD. The teacher plays an important role in the assessment and diagnosis of the child with
Attention Deficit and Hyperactivity Disorder, but this diagnosis will be complemented with the work of
a large group of professionals including psychologists, child psychiatrists and
pediatric neurologists specialized in this type of disorder.

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CHAPTER 2.
ADAPTATIONS FOR CHILDREN WITH ADHD

The educational intervention must consider diversity as a principle.

students, adapting educational practice to personal characteristics,
needs, interests, and cognitive style of children, given the importance
that at these ages they acquire rhythm and the process of maturation
(Article 8, Royal Decree 1630/2006).

2.1. INTRODUCTION
Throughout this chapter, we will discuss the legislation related to care.
educational of students with Special Educational Needs and the different adaptations
What can we apply for those children who specifically suffer from Attention Deficit?
with Hyperactivity (ADHD). It is worth remembering that all organizational measures must be used
and curricular elements necessary to enhance and promote quality education for all
children, taking into account that they all must have the same equality of opportunities and
that educational action responds to the diversity of the students.
The Educational Community must commit to providing learning spaces.
wealthy and adapted, having access to the necessary resources to ensure an education
inclusive and that every teacher accepts that students with ADHD require a specific learning approach
different.

2.2. LEGISLATION ON CHILDREN WITH NEEDS

SPECIAL EDUCATIONAL
The first time the term Education is introduced into our educational system
We especially find in Law 14/1970 General Education and Financing of the
Educational Reform (currently in the Spanish education sector, there is talk of attention to
diversity). In these years there have been different laws that address Special Education:
Since the Law 13/1982, of April 7, on Social Integration of the Disabled, Title VI,
Section III, articles 23 to 31; passing through Organic Law 1/1990 on General Organization
of the Educational System (LOGSE) or Organic Law 9/1995 on Participation, Evaluation and

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Government of educational centers (LOPEG), until reaching the current Organic Law 2/2006 of
Education (LOE). Currently in the LOE, title II, specifically in section I, Article 7, it...
define al alumnado con Necesidades Educativas Especiales (NEE), como“aquel individuo que
requires, either throughout their entire schooling or in a specific period of it, a series of
supports, reinforcements, and specific educational attentions as a consequence of their disability or
some serious conduct disorder." This section also establishes the principles for the
schooling of these students with special educational needs, which will be governed by the principles of normalization and

inclusion.
It is important to note that if Educational Needs are identified in a student at ages
early, teachers will be able to carry out a specific action plan in each case and thus
to be able to assess whether their action plan has been the correct one or if other strategies need to be taken.

As established in Article 71 of Organic Law 2/2006 on Education, teachers of

Early Childhood Education must have specific training to ensure that "all students
achieve maximum personal, intellectual, social, and emotional development, as well as objectives
educational institutions established in a general manner.

2.3. ADAPTATIONS FOR CHILDREN WITH ADHD

The educational intervention must consider attention to diversity as a principle.
of the students adapting educational practice to personal characteristics, needs, and
interests of each child.
It is important for the school environment to be well-informed and to know the symptoms well.
of ADHD, both to advise families on the possible referral of the child to a
appropriate specialist (as seen in the previous chapter), as well as to understand the
specific needs of the child and have the necessary tools to be able to help him
educationally. For this, fluid communication between parents and
teachers to achieve success in the intervention.
According to the Department of Education and Science of the Government of Castilla-La Mancha, in the

in case the teaching staff believes that a student may have ADHD, they should put it in
knowledge to the Guidance and Support Team, along with the teaching staff, medical professionals
and family. They would all collect the necessary information to be able to carry out the evaluation.
psychopedagogical, if deemed appropriate and/or a prior individual assessment (it could be
use the criteria described in the "Diagnostic and Statistical Manual", Fourth Edition; see
Appendix II). Meetings would be scheduled between Tutors and Teams by the Management Team.
Teachers who facilitated the transfer of information when a student with ADHD changed
of course, of cycle or of center. Once the educational needs that it
they would justify, translate into the preparation, development, and monitoring of a Work Plan

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Customized for that student, and the necessary adjustments would be made to achieve the
school success (García, 2010).
Making a series of changes in the methodology, in the contents and adjusting the
evaluation, children with ADHD can achieve the same goals as the rest of
companions. These changes must take into account the individual characteristics of each child and
try to lessen the negative effects of hyperactivity, impulsivity, and/or deficit of
attention to learning. If these negative effects can be alleviated, a
improvement of children's attention, motivation, autonomy in work, and problem-solving
problems among other skills.
Generally, children with ADHD do not require significant curricular adaptations;
but rather to ensure that the symptoms of the disorder do not affect your academic performance. However,
in the event that ADHD is associated with any Learning Disorder, the Teams of
Orientation and the people responsible for diagnosing the problem would assess if it were necessary.
some Individualized Curriculum Adaptations (ICA). These adaptations would be made by the Tutor.
with the collaboration of the Teaching Team.
In order to respond to the diversity of the child in the classroom, the teacher must maintain a
positive environment within it, enhance active teaching, have a planned
scheduling, setting limits, increasing task stimulation and
employ an individual and collective self-reinforcement system.

There is a manual created by García Pérez (2007), in which a series of

adaptations in the classroom for students with ADHD that are detailed below:

General Methodological Adaptations:

Place the student in the front row of the classroom, away from the window or any other
place that can "catch their attention."
Make sure you understand the explanations given in order to be able to carry out the
activities.
Let the child move around the classroom.

Methodological adaptations in the tasks:

Adjust the time given to the child to complete the activity in class.
Adjust the amount of homework assigned to the child.
Provide the child with attentional strategies to carry out the activities.
Capture their attention by seeking strategies through physical and visual contact.

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Methodological adaptations in the objectives:
Prioritize the objectives to acquire learning.
Change the timing of achieving the objectives.
Simplify the objectives.
Break down the objectives into intermediate goals.

Adaptations in assessments:
Conduct a different assessment for children with ADHD.
Reduce evaluation time.
Reduce the number of questions and exercises.

The Education System must have the necessary flexibility and creativity to be able to take on
the education of children with ADHD in a coordinated environment and enhancing a positive relationship
between the boy and the teacher.

According to Orjales (2009), teachers should teach children with ADHD a series of
skills to improve self-regulation and self-control, such as:

Behaviors that imply organizational habits.

Rules of urbanity, courtesy, and behaviors of empathy.
Exercises to control your impulsivity, enthusiasm, and maintain attention.
The management and control of time.
Teach to channel creativity productively and to develop the
maximum potential.
Knowing how to tolerate and face frustration.
To know and accept oneself first as a child and then as a child who has
ADHD.

He also comments that the teacher should provide the student with ADHD a program.
of intervention that allows him/her to:

Stimulate the development of affected capacities.

Desarrollar habilidades y estrategias para compensar sus déficits.
Identify and enhance your good affected abilities.
Foster self-knowledge and self-acceptance

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For their part, Ávila and Mena (1998, p.7-8) prepared for the Adana Foundation some
guidelines for action that teachers should keep in mind in case of having in the classroom any
student diagnosed with ADHD:

Look for a calm, orderly environment with not too many changes.
Be flexible but set boundaries: neither to be still all the time, nor to...
let him do what he wants.
Avoid conflicts at all times. One should never blame or label.
the child with ADHD in case of any conflict arising in the classroom, but rather to seek a

solution and try to fix it.

Be aware that early childhood education is a stage in which more is given
importance of learning behavior control and social relationships
than merely academic activities. The learning of skills
Social skills are, therefore, a pillar for child development.
Foster the child's qualities in case of excelling in something.

According to Orjales (2012), children with ADHD show more immaturity in work.
autonomous, difficulties in focusing on the goal, adjusting time, and self-evaluating
your work.
It is important, therefore, to adapt the pedagogical methods and the evaluation criteria,
so that coordination among all the professionals working with the child is necessary,
in order to systematize a unified pedagogical approach that guarantees coherence and the
effectiveness.
In this Final Degree Project, an action plan will be carried out through the
Barkley's method (2002), which details that "we cannot understand ADHD as a
disability but as an executive dysfunction that is reflected in poorer functioning
regarding age.” The following chapter will explain in more detail what it consists of.
this method, what are its intervention strategies for working with ADHD in the classroom and in
house and the development of appropriate methodological adaptations.
Finally, it should be emphasized that positive reinforcement, a flexible attitude,
tolerant and patient on the part of the teacher are appropriate strategies for the control of the
behaviors, as it generates self-esteem and respect in the child with ADHD. A structured environment,
organized and motivating will help you improve your self-control. The joint effort of doctor,
teachers and family will be the precursor to the personal and academic development of these children, which
With positive incentives and the appropriate support for their difficulties, they will achieve their goals.

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2.4. TESTS TO ASSESS CAPABILITIES

INTELLECTUALS
As mentioned earlier, it is important to foster the qualities of children with
ADHD. Below is a series of tests to evaluate abilities.
intellectuals of these students and highlight how their behaviors interfere in the process of
learning
The Intelligence Scale for Children (Wechsler 2001).
The SNAP IV Scale (Swanson, Nolan & Pelham, 1983).
The Vanderbilt Scale (Wolraich, Lambert, Doffing, Bickman, Simmons et al.,
1998.
The Conners Scale (Conners, 1989).

Of all of them, the most commonly used test is the Conners Scale, whose purpose is
evaluate the improvements in the behavior of children with ADHD who receive some type of
treatment and at present, it is composed of three scales directed at the child, at the teachers
y a los padres (ver apéndice IV).
Farré-Ribas and Narbona (1997) developed a Spanish version of the Conners Scale
whose objective is to assess either jointly or separately attention deficit and hyperactivity.
impulsivity and conduct disorder.

2.5. CONCLUSIONS OF THE CHAPTER

In the course of this chapter, it has been verified how the teacher must be aware
of the difficulties that children with ADHD have when it comes to academic development and how the
The teacher must be able to adapt the curriculum development, to use the appropriate methodology.
in each case and apply the best teaching-learning methods in the classroom, with the aim
in order to achieve the best possible performance from the child.

In the words of Orjales (2012), the center must address the individuality of the child,
to have the necessary resources and to invest in social, personal, cognitive, and
academic performance of the student with ADHD. The ultimate goal is for children to be able to
develop a good self-concept, a self-confidence to pursue that which
they want, the necessary initiative to dare to face the challenges and difficulties that arise
find the ability to relate and work in a team, as well as recognize their own
lacks and trust in their work.

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CHAPTER 3.
THE BARKLEY METHOD AS METHODOLOGY
WORK IN THE CLASSROOM OF EDUCATION
INFANTILE: INTERVENTION PROPOSAL

Being fair is not treating everyone the same, but rather being fair means giving each one what they need.

needs.
(Barkley, 2008)

3.1. INTRODUCTION TO THE INTERVENTION PROPOSAL

The proposed educational intervention presented in this Final Project
Grade is based on using the Barkley Method as a learning strategy, designed by the
Doctor Russell A. Barkley, professor of Neurology and Psychiatry at the University of Carolina
from the South (United States) which has devoted part of its scientific career to the study of the
ADHD. This method allows the child with ADHD to achieve not only the objectives and the contents
established in educational legislation, but also to ensure their proper adaptation to the environment
school, family, and, ultimately, social.

Throughout this chapter, we will develop our intervention proposal.

based on that method, in which Barkley proposes an eight-step program that
It must be implemented successively, without being able to omit any. The main objective of
the first four steps involve changing the behavior of parents and/or teachers, while
the other four try to change the child's attitude and behavior with
ADHD. As a general rule, this method tends to be highly effective, provided that the adult
(both the parents and the teacher themselves) are willing to collaborate and can change their approach
to act. As this chapter progresses, it will be confirmed how the program designed by
Barkley will be complemented with the general principles of classroom management.

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3.2. SPECIFIC VISION OF R. BARKLEY ON ADHD

Throughout the work, it has been shown what the general vision is.
educational and medical society about Attention Deficit Hyperactivity Disorder. No
however, in order to adapt Dr. Barkley's method to the present intervention proposal,
It is considered necessary to first introduce what his more specific vision about this is.
disorder.
Barkley (1997) explains that the most common difficulties in children with ADHD are the
following:
Difficulties in comprehension and reading fluency.
Difficulties in calculation and in solving mathematical problems.
Writing and coordination difficulties.
Difficulties in following instructions and maintaining motivation.

He also comments that the symptoms of ADHD (inattention, impulsivity, and

) are due to a delay in the development of behavioral inhibition that
It hinders the execution of executive functions. Barkley defines executive functions as
those complex mental activities necessary to plan, organize, regulate and
evaluate the necessary behavior to achieve goals. These are developed from the
first year of life and continue to develop until adolescence." These functions
executive functions are those that allow self-regulation of behavior in order to do what we
we propose (see appendix V).

According to Barkley, this failure in behavioral inhibition affects four capacities.

executives:

Non-Verbal Working Memory

It is the ability to retain visual images from the past that is used to guide actions.
of the present. This function is necessary to remember and perform tasks in the near future.
It develops between 3 months and 10 years.

2. Verbal Working Memory

It is the internal voice, used to converse with oneself and direct behavior.

3. The Self-Regulation of Motivation and Emotion

It refers to the ability to maintain self-control of emotions so as not to show them.
impulsive way.

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4. Problem Solving Ability
It is the ability to plan and solve future problems. Children with ADHD often have
more difficulties in finding alternatives and overcoming the obstacles they face.

In one of the presentations held in 2008, Barkley recommended some guidelines to

follow to treat children with ADHD. Among them, the following stand out:

To address your lack of retention in the mind, use lists, cards, signs,
stickers...
Due to his deteriorated sense of time, putting a clock on his table, dividing them
time...
Due to the difficulty of envisioning the future, break down activities into stages, read several.
pages and take notes.
Address the problem with motivation, learn behavior modification techniques
and the application of both positive and negative consequences.
Allow more external manipulation of tasks and normalize the problem as much as possible.
as it can be.

Finally, he left us with a series of basic considerations to use in the classroom and that in
The United States has demonstrated great success:

Having a teacher in the centers with knowledge about ADHD and who through
a fluid bilateral communication, can advise teachers with strategies and/or
techniques for the classroom.

Focus during the first two weeks of the course on the behavior more
what will be covered in the subject.
Plan the classes in a more interactive way, so that they leave the children with
ADHD greater freedom of movement.
Use colored cardstock to communicate to them when they can move closer or approach.
the table.

3.3. THE EIGHT STEPS OF THE BARKLEY METHOD

Barkley (2002) proposes an eight-step program to apply both at home and
in the school that must be put into practice in an orderly manner, without skipping any phase.
This program is designed to improve behavior, social relationships, and adaptation.

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general of children with ADHD. The techniques described are designed to reduce the
stubbornness, oppositional behavior and to increase collaborative behaviors.
Usually, it helps the child to do their daily routines better and improve coexistence.
Both familiar and school-related, which will aid in academic success and social skills.

The eight steps of the program will be introduced and explained next:

3.3.1. STEP 1: Learn to pay positive attention to the child

In this step, the aim is for teachers to learn to pay attention to behaviors.
desirable for the child while playing. At a minimum, 20 minutes should be set aside each day as
the special moment to share with the child.
At first, attention should be paid to what the child does in the game and to
continue to interact with him but without getting involved, just talk to the child about the game that is
developing and thus reinforcing it. It is important not to give instructions as this is the time
especially for the child to relax and enjoy. If during this time he starts to misbehave, he
I should stop paying attention, but if I continued, the teacher should declare that the
the special moment to play has ended.
The purpose of this step is to improve the behavior of the child with ADHD. The changes are
they will obtain in a slow, progressive manner and it will depend a lot on the teacher's attitude. Not to

should proceed to the next step without the teacher being able to control the situation that
surround the game.
In the intervention proposal put forward in this work and concerning this Step
1, activities will be designed so that the child with ADHD can improve attention capacity and
at the same time improve your behavior.

3.3.2. STEP 2: Use attention to improve obedience

This step aims to improve the way of supervising the work that the child does, with the
the goal of increasing their willingness to obey and to make an effort. Its objective is to convey the
child's attention, captured during play, to situations where the child must obey the
teacher's instructions in the daily activities of the classroom.
It is essential to give positive attention to the child for every command given to them, to work on the

obedience and reward him when he behaves well. The teacher should not proceed to the next
I wait until I observe that the child fulfills most of the tasks and he feels comfortable.
with the situation.

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Regarding this Step 2, activities will be designed to establish routines in the classroom and the
acquisition of responsibilities by the child with ADHD.

3.3.3. STEP 3. Give effective orders

Its aim is to improve the way in which the child is asked to help or to obey.
instructions, being firm when stating what is intended for the child to do without giving
too many orders together and in case of not being sure that it is being attended to, it should be requested from the

child who repeated the task.

Attempts are made to teach the teacher to give orders in a way that there are more possibilities of

that the child obeys, although in general he will still have difficulties with the orders that are given
they refer to habits. In the context of the intervention proposal, activities will be proposed
to work on the rules and for that the teacher will make use of posters or labels that will
let the child be guided so that he knows what to do and in what order.

3.3.4. STEP 4. Teach the child not to interrupt activities

in the classroom

At this point, the child is taught to work independently while the teacher is present.
busy doing another task. The child should be explained the obligation to carry out his
activities without interrupting the teacher or other classmates in the classroom. To do this, we
they would design activities to enhance the self-control of the child with ADHD, as well as activities
that promote self-esteem.
If you observe that the child is responsible and does not disrupt the flow of the class, then
he will praise your good attitude and as the good behavior settles, it should
reduce the frequency of compliments.

3.3.5. STEP 5. Establish a rewards system with points or

tokens
So far, efforts have been made to motivate the child to do his activities and comply.
the professor's orders. From step 5, the reward technique would start to be used with
points or tokens, combining it with praise. In this case, we could make each token
a point would be worth and it would be placed in a visible spot for the child. Then a list would be made of
privileges that the child would gain with the tokens and a list of the tasks that it is intended that the
The child should be reminded that he should do the homework that is asked of him at first.

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request if not then I would no longer get a reward slip. The child could also be rewarded.
giving a token if they had good attitudes and behaviors.
Regarding Step 5, activities will be carried out to improve the child's behavior in the
class, so that if the child with ADHD performs these activities appropriately, he is
will recognize and reward their good attitude. The teacher could move on to the next step of
Barkley's method when the child completes most of the assigned tasks, it is observed that
enjoy making them and improve their behavior.

3.3.6. STEP 6. Learn to punish bad behavior of

constructive form
The sixth step is the most important of the program, as its objective is to reduce the
challenging behaviors, indiscipline and all inappropriate behaviors observed in the
child. After introducing the system of tokens, it could start to be used in a way
occasional and selective as a method of discipline, punishing bad behavior, with the loss
of tokens or prizes. However, it should be emphasized that punishments should not be abused, as
the program would stop working.
On the other hand, the 'time-out' is used to penalize serious behaviors and consists of
send the child to a quiet place to serve a time of punishment. The child should
serve a 'time-out' penalty of one to two minutes for each year of age and once it is over
that sanction, one should wait for the child to calm down and then continue with
what was being done.
In reference to the intervention proposal, a series of activities will be designed to
channel the child's negative impulses and in case the objectives are not met, it will be carried out
a sanctions plan.

3.3.7. STEP 7. Increase the use of 'time-out'

In Step 7, it is proposed that the teacher continue using the 'time-out' program and
sanctions. Once it is observed that the chosen maladaptive behaviors are decreasing (the
which does not imply that they decrease entirely), attention could be directed to other behaviors
maladaptive. Thus, the teacher could change course when observing that behaviors
inadequate ones are decreasing in frequency.

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3.3.8. STEP 8. Direct the child's behavior in places

public
This last step of the Barkley Method aims to apply all the steps.
previously to reduce the misbehavior that the child with ADHD has outside the classroom. It
I would work by providing orders effectively, giving positive attention, praising their
good behavior through points and imposing punishments and applying the 'time-out' technique
his bad behavior.
For this, activities outside the classroom will be designed to work on behavioral habits and
tolerance towards their peers and the environment.

Although the Barkley Method is usually used in the family context, the main objective of
the present intervention proposal is to implement it in the classroom with the aim of
improving the success in school for the child with ADHD. To achieve such success, it is not only important

to consider the eight steps of the Barkley program, but also a series of principles
based on the theory that ADHD implies a deficit in behavior inhibition.

The general principles for classroom management would be (Barkley, 2002):

1) Every instruction must be clear, concise, and whenever possible, it must be
representarse en forma de fichas o listas. Hay que motivar constantemente al niño a
que repita las instrucciones en voz alta para potenciar su autoestima y confianza.
2) Rewards and punishments must be given quickly and must be well organized,
coordinated and planned.
3) It is necessary to constantly provide positive reinforcement if one hopes that the child
with ADHD continues to be obedient.
4) To control the good or bad behavior of children with ADHD, it is necessary
greater reinforcements, as they are less sensitive to praise and corrections.
Prizes and incentives should be given before any punishment.
It should be clear that children with ADHD find it easier to get bored.
that the other students, so if the rewards are changed, it can be
to ensure that a good points system is effective throughout the school year.
7) Anticipation is important with children with ADHD. For this reason, the teacher
You should review the rules before starting a new activity, explain the prizes.
for their good behavior and the punishment if such behavior is not as expected.

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3.4. OBJECTIVES OF THE INTERVENTION PROPOSAL

The current intervention proposal is aimed at children with ADHD, based on the
Barkley method as a methodological strategy aims to improve the relationship.
teacher-student thank you for mutual respect, promote cooperation and affection between both and
improving behavior both at home and in the classroom through early intervention.
on the other hand, try to foster positive relationships with colleagues, facilitate development
integrate children with ADHD and accommodate them so that they can integrate into society and thus
reduce daily conflict.
These main objectives are specified in other more specific ones for each activity that
we will carry out in this intervention proposal.

3.5. SEQUENCE OF ACTIVITIES

The present intervention proposal is aimed at preschool children.
specifically from 4 to 5 years old, as well as their parents, teachers, and all the staff that work
with them in the center. The activities of this proposal have been designed taking into account
the principles of the Barkley Method and it is worth noting that they can be carried out without altering the

functioning of the classroom since both children with ADHD and with others can be worked with
rest of the group. These activities aim to help the child with ADHD integrate into the
class group and to reduce some problems of impulsivity, hyperactivity, and inattention.
As will be observed, it is important to intersperse manual activities with verbal activities.
calm activities with activities in motion, so that education is at the same time
pleasant and varied, because as it has been said, the child with ADHD has a tendency to get bored easily.

Below is a description of a series of activities to carry out our proposal.

of intervention and that have been designed for application in the classroom, following the same
Dr. Barkley's eight-step program order.
En primer lugar, se presenta una visión general de las 16 actividades diseñadas en
relationship with its objectives and the step of the Barkley Method associated (Table 5), to then see each
detailed task through an activity sheet.

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TABLA 5: ACTIVIDADES, OBJETIVOS Y PASOS DEL MÉTODO

ACTIVITIES OBJECTIVES STEP

Activity 1 Improve attention capacity.

THE IMITATIONS Learn to play in a confined space. Step 1

Enhance your creativity.

Activity 2 Improve attention capacity in children with ADHD.

PAY ATTENTION! Encourage the relationship with colleagues. Step 1

Getting children to listen attentively to the
instructions from the teacher.

Activity 3 Facilitate the regulation of behavior in a conversation

and in the game.
LET'S TALK Step 1
Improve social skills.
Step 2
Learn to pay attention to the partner and the teacher.

Activity 4 To be able to carry out the established routines in the

Routines in the Classroom classroom.

Pay attention to the teacher's explanations during class.
to explain the sheet.
Take on responsibility when it is your turn to be in charge.
Step 2
of the classroom.

Activity 5 Encourage in the child with ADHD the importance of the

standards.
WHO TURNS
Regulate the child's own behavior.
RULES? Step 3
Work on the rules within the classroom.

Activity 6 Encourage the use of standards.

RESPECT THE RULES Respect the rules of the game.

FROM THE GAME Step 3

Activity 7 Improve the self-control capacity of the child with ADHD.

LIKE A BALLOON Promote their autonomy when carrying out activities. Step 4
Control the breathing.

Activity 8 Encourage self-control in the child with ADHD.

CONTROLLING ROBOTS Respect the teacher's instructions when performing

activities.
Step 4
Participate in classroom activities.

Activity 9 Foster the self-esteem of the child with ADHD.

SELF-ESTEEM Foster self-confidence attitudes. Step 4

Participate in joint activities.

Activity 10 Improve the behavior of the child with ADHD in the classroom.

THE AWARDS Establish a task list and another of privileges if the Step 5
meet.

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Develop attitudes and behaviors to promote the
integration of children with ADHD.
Activity 11 Improve the child's behavior towards peers.

THE TURTLE Encourage cooperation among children. Step 5

Activity 12 Favor the ability to control impulsivity.

THE STATUES Channel the child's impulses to run. Step 6

Activity 13 Develop the ability to control your impulses.

SNAIL RACE Reduce the negative impulses of children. Step 6

Participate in the activities proposed by the teacher.

Actividad 14 Reduce impulsivity. Step 6

The Madman Respect your classmates and teacher. Step 7
Activity 15 Learn social skills.

WE ARE GOING TO THE PARK Improve the ability to control oneself in public places. Step 3
Listen to the teacher while he explains the activity.
Step 8
Activity 16 Foster social skills.

WE ARE GOING TO THE MARKET Respect the closest environment. Step 8

Being able to behave in public places.

Each of the activities presented in this Final Degree Project are

present through an 'activity sheet' that displays different data: the title of
the activity, the objectives that are intended to be achieved, its development, suggestions for its
realización, recursos necesarios, duración aproximada, participantes (alumnos, profesorado,
mothers and fathers, other community members), group size (small or large group) and
evaluation of the process or observations.

The proposed activities are presented below.

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Activity sheet

The Imitations

Objetivos de la actividad

Improve attention span.

Participants Learn to play in a limited space.
Enhance creativity.
Students
Teaching staff
Development of the activity
Mothers and fathers
Others
In the 'play corner,' all the children in the classroom will imitate gestures and movements.
that the teacher performed to the rhythm of the music (raise your hand, walk like
ants, jump, place one hand on the head and another on the waist, etc.). They should
Group size be attentive as anyone who makes a mistake in executing the movements they make
the teacher will lose and will have to sit on the floor. The child who remains last will win
The whole class group.
with the professor.

Suggestions

We can make changes to the activity, such as having them play among themselves.

Approximate duration couples and another child can help improve the attention of the child with ADHD.

approximately 30-40 min.

mind. Necessary resources

We will need a CD player.

Observations

Esta actividad nos ayudará a trabajar el Paso 1 del Método Barkley mejorando la
ability to pay attention and follow instructions.

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Activity sheet
Be Alert!

Objectives of the activity

Improve attention capacity in children with ADHD.

Encourage the relationship with colleagues.
Participants
Get the children to listen attentively to the teacher's instructions.

Students
Teaching staff
Mothers and fathers Development of the activity
Others
The children will sit on the classroom floor and listen attentively to the
explanations given by the teacher about the game, which consists of getting up
Group size quickly get on all fours every time they hear the word 'dog'
and then they will sit down again. The teacher will explain a story where in
The whole class group.
specific moments, the word 'dog' appears. For example: <Yesterday in the
Last night I was walking my dog peacefully in the park. We
we found my friend's "dog" which is a very beautiful "dog"
brown color and started to play with my "dog" that...>.

Duración aproximada

30 minutes. Suggestions

When we observe that they have already assimilated the game quite well, especially the
child with ADHD, we can complicate it with another command, for example they must

move your arms when you hear the word 'bird'. In this way,
They must make two different movements, one for each keyword.

Necessary resources

In this activity, we do not need any additional materials.

Observations

This activity will help us work on Step 1 of the Barkley Method improving
the capacity of attention.

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Activity sheet

Let's talk

Objectives of the activity

Facilitate the regulation of behavior in a conversation and in play.

Participants Improving social skills.

Learn to pay attention to the classmate and the teacher.
Students
Teaching Staff
Mothers and fathers
Others
Development of the activity

Group size With this activity, the teacher aims for the child with ADHD to improve their
attention span, social skills, and being able to respect their
In pairs and then turn to speak and to your partner through the game or any other activity
the whole class group. in the classroom. We will observe how he/she plays with a classmate, what his/her

behavior towards others and then we will encourage him to talk to him
about some of their hobbies. Finally, each child will explain to all their classmates.
What has your partner explained to you? The teacher will be observing at all times how
how they relate and how they develop in this aspect.
Approximate duration

20 minutes.
Suggestions

We can change partners and the way to carry it out.

Necessary resources

In this activity, we will not need any material.

Observations

With this activity we can work on Step 1 and Step 2 of the Barkley Method.

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Activity sheet

Classroom routines

Activity Objectives

Be able to carry out the established routines in the classroom.

Pay attention to the teacher's explanations when explaining the
Participants
sheet.
Take responsibility when it is your turn to be in charge of the classroom.
Students
Teaching staff
Mothers and fathers
Development of the activity
Others
The teacher will show the children a large sheet for them to observe.
comment among all and be able to do the same in the classroom.
Group size The teacher will ask them what the children are doing, where they do it, how they do it.
they are behaving, what they are playing with and with whom, and if they play alone or in
It will carry out everything
groups. Next, the teacher will ask them how they like to play.
class group and then
what toys they like the most, how to respect them, what games they have
individually or by that in the sheet they do not appear... The teacher will be very attentive to the child with ADHD and
couples will be in charge of
You will see if he participates, if he pays attention, if he cares whether the classroom is tidy or not...
that takes place the
Later they will all make a mural with the routines that will be carried out in the
routines in the classroom.
classroom, and each week, those responsible will be appointed to ensure compliance.
what has been agreed in the mural.

Approximate duration
Suggestions

All the activity (sheet

If we observe that the child with ADHD struggles to follow the established routines.
and to create the mural) will be
in the mural, we will assign a partner to help you until we see
some 40 minutes
that I can do it alone.
approximately.

Necessary resources

Sheet, wrapping paper, colored pencils, glue and tape.

Observations

This activity will help us work on Step 2 of the Barkley Method.

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Activity sheet

Who follows the rules?

Objectives of the activity

Encourage the child with ADHD about the importance of rules.

Regulate the child's own behavior.
Participants
Work on the rules within the classroom.

Students
Teaching staff
Mothers and fathers Development of the activity
Others
The teacher will seat the children in a circle and explain the importance of putting
rules both inside and outside the classroom to avoid conflicts between
Group size companions, teacher-student and family-children. Children will be asked to
say rules that must be followed in the classroom for everything to work well and
The entire class group. what happens when they are not fulfilled. The cooperation of the
parents so that one or two of them can come to the classroom and explain to the children
What rules should be in place at home.
Afterwards, posters will be made by everyone to hang in the classroom where they will be.

the new classroom rules are written.

Approximate duration

20-30 minutes.
Suggestions

We will suggest to the parents of the child with ADHD to come to class to talk about
the rules they have at home and thus be able to improve one of them together and that the

child participate in them.

Necessary resources

Colored cardboard, pencils, tape, glue, and fun drawings.

Observations

This activity will help us work on step 3 of the Barkley Method.

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Activity sheet

Respect the rules of the game

Objectives of the activity

Promote the use of standards.

Participants Respect the rules of the game.

Students
Teaching staff
Mothers and fathers
Others Development of the activity

In groups, the children will explain the games they play in class, how they
Group size play, what are its rules and what would happen if those were not followed
standards. Children will then be encouraged to play these games using
First we will work their rules, while the teacher will observe if conflicts arise and how they act.
with the whole class group the boy with ADHD.
and then we will carry out
small groups.

Approximate duration

20-30 minutes. Suggestions

Necessary resources

We don't need any additional material.

Observations

This activity will allow us to work on step 3 of the Barkley Method.

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Activity sheet

Like a balloon

Objectives of the activity

Improve the self-control ability of the child with ADHD.

Participants Encourage their autonomy when carrying out activities.
Control your breathing.
Students
Teaching staff
Mothers and fathers Development of the activity
Others
The teacher will give a balloon to each child to perform different exercises and thus
to be able to work on self-control. They will gradually inflate the balloon and then
Group size they must let the air out of it until it is empty. It must be
make it clear that it will not be possible to go quickly to inflate the balloon as they must
Individually. try to control your breathing.

Suggestions
Approximate duration
The same activity can be done but instead of balloons, use candles. The child
20 minutes. he/she should control his/her impulsivity through breathing control to
blowing on the candle flame without putting it out.

Necessary resources

Balloons and candles.

Observations

This activity will help us improve Step 4 of the Barkley Method in which
It aims to enhance the self-control of the child with ADHD.

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Activity sheet

Controlling robots

Objectives of the activity

Encourage self-control in the child with ADHD.

Participants Respect the teacher's instructions when carrying out activities.
Participate in classroom activities.
Students
Teaching staff
Mothers and fathers
Others Development of the activity

We will create a game to improve students' self-control, including

Group size the child with ADHD. The game will consist of the children being robots and not
they can move until the teacher gets them motivated. The instruction will be
The whole class group.
that when the teacher hits the drum once, the children will be able to move and
when I touch it twice, they must stay still. We will make it more difficult.
game as we see that they have a controlled part. The teacher
will be constantly observing the child's gestures and movements with
ADHD and will observe if he/she progresses in self-control.

Approximate duration

20-30 minutes.
Suggestions

As we observe that they are controlling the movements more

basics, we can make them control the parts of the face, the hands...
We will also be able to work on emotions with this game (if the robot is
sad, happy, angry...)

Necessary resources

Drum.

Observations

This activity will allow us to work on Step 4 of the Barkley Method.

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Ficha de la actividad

Self-esteem

Objectives of the activity

Foster the self-esteem of the child with ADHD.

Participants Encourage self-confidence.

Participate in joint activities.
Students
Faculty Development of the activity
Mothers and fathers
Otros The teacher will have a tutoring session with the entire class on the topic of self-esteem.

principal. He will talk to the children about the satisfaction that comes from doing the
well done activities. Each child will explain to the other classmates about some
occasion when they have been congratulated for doing things well or for having
Group size hardworking in doing them. The collaboration of the parents will be requested so that

Write on a poster the things that your children do well at home. Then
The entire class group.
we will make a mural with all the cardstock and hang it in the classroom in a
well visible place.

Suggestions

Approximate duration
The children can be placed in a circle and we will give them a ball to pass to each other.
come in. They will be explained that whoever receives the ball will have to say something.
30-40 minutos aproxima-
mind. positive about the colleague who has thrown it.

Necessary resources

Cardboard for taking home, wrapping paper, tape, and scissors. If it were to be done
optional activity, a ball would be needed.

Observations

This activity will work on Step 4 of the Barkley Method that promotes the
self-esteem in the child with ADHD.

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Activity sheet

The Awards

Objectives of the activity

Improve the behavior of the child with ADHD in the classroom.

Establish a task list and another for privileges if they are met.
Participants
Develop attitudes and behaviors to promote the integration of children
with ADHD.
Students
Teaching staff
Mothers and fathers
Development of the activity
Others

It is about simulating different everyday situations for children.

observe how they should behave and what happens if they don't. Among all
Group size They will make two posters to place in the classroom: one with the tasks that must be

The whole class group. fulfill and another with the privileges they will obtain if they carry them out correctly.
For each task completed, a reward ticket will be given and depending on the
privilege that the child wants, will need more or less tokens. The teacher
he will specify to the child with ADHD what he wants him to do and will also tell him that if

His behavior is improving, he will receive tokens as a reward. Someday it is possible.

to bring a psychologist or educator to the classroom to explain things to the children
Approximate duration what behaviors should be exhibited in certain situations throughout life.

approximately 30 minutes
mind.
Suggestions

We can start changing the behaviors that we want to improve.

child with ADHD.

Necessary resources

Cards, cardstock, colors, pencils, glue and tape.

Observations

This activity will allow us to work on Step 5 of the Barkley Method.

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Activity sheet

The Turtle

Activity objectives

Improve the child's behavior towards their peers.

Participants
Foster cooperation among children.

Students
Teaching staff
Mothers and fathers Development of the activity

Others
The teacher will explain what the game is about while he observes.
how it is evolving. It will be done in groups of six children and they will have to

Group size Come to an agreement to make a turtle. They will get on their knees with the
hands on the ground, two of them will be the head and the other four will
Groups of 6 students they will be placed behind. Then, the teacher will cover them with the cloth and they will have to go

moving coordinately around the classroom.

Approximate duration Suggestions

20-30 minutes.
The teacher will be able to suggest different places where the turtle should go.

Necessary resources

A large cloth.

Observations

This activity will help us work on improving behavior in the

children, as indicated in Step 5 of the Barkley Method.

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Ficha de la actividad

The Statues

Objectives of the activity

Enhance the ability to control impulsivity.

Channel the child's running impulses.
Participants

Students
Development of the activity
Teaching staff
Mothers and fathers The teacher will propose a game that involves playing music for the children and
Others they must be moving around the class. When the music stops
sound, the children will remain still until it sounds again. The

Group size A child who cannot stay still will lose and must sit down. Whoever lasts will win.
more time in the game.
The whole class group. El profesor repetirá la actividad hasta que observe que el niño con TDAH
controls his impulsivity.

Suggestions

Approximate duration

20-30 minutes.

Necessary resources

CD player.

Observations

This activity will allow us to work on Step 6 of the Barkley Method.

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Activity sheet

Snail Race

Objectives of the activity

Develop the ability to control your impulses.

Participants Reduce the negative impulses of children.
Participate in the activities proposed by the teacher.
Students
Teaching staff
Mothers and fathers
Others
Development of the activity

Group size
In pairs, the children will have races imitating snails. If they want.
to win the race, they will have to go slowly since the one who arrives first will win
In pairs.
last to the finish line.

Approximate duration
Suggestions
20-30 minutes.

Necessary resources

Rope to set the goal.

Observations

This activity will help us improve the impulsivity of the children with
ADHD described in Step 6 of the Barkley Method.

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Activity Sheet

The Crazy

Objectives of the activity

Reduce impulsivity.
Participants Respect your classmates and teacher.

Students
Teaching staff
Development of the activity
Mothers and fathers
Others
The game consists of the teacher playing the role of 'crazy'.
shouting and moving angrily, the children must move silently through
the classroom without making noise or abrupt movements. The teacher will be looking for the

Group size more active children, including the child with ADHD, to see if he starts to
control their impulses and respects it or instead imitates it. When the teacher
The entire class group. note that if a child does not follow the rules of the game, they will be eliminated
and must pay a penalty that will have been explained and written in advance
a poster. These sanctions will refer to things that children like, such as
for example, choose a story, be the first in line...

Approximate duration

Suggestions
30 minutes.

Necessary resources

Cartulina, lápices y celo.

Observations

This activity will allow us to work on the impulsivity of the children with
ADHD (Step 6) as the sanctions plan (Step 7) of the Barkley Method.

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Activity sheet

We are going to the Park

Objetivos de la actividad

Learn social skills.

Participants
Improve the ability to control oneself in public places.
Students Listen to the teacher while he/she explains the activity.

Teaching staff
Mothers and fathers Development of the activity
Others
The teacher will explain through a slide how they should behave.
students in public places. In that slide, a park can be observed.
Group size and its surroundings, and the teacher will start asking them which people appear in the
sheet, what are they doing, how are they behaving, what are they playing
The entire class group. the children, how they play, whether they are behaving well or badly, where the child throws the

papers, etc.
As he asks them questions, the teacher will tell them how to
behave in the street, in the park or in another public place and what is wrong. To
finish the activity, each child will make a free drawing of what they liked the most
liked the sheet and will make a mural with all the drawings.
Approximate duration

30-40 minutes. Suggestions

We can have a police officer come to the classroom to explain to the children the
traffic rules and the rules for behaving in public places.

Necessary resources

Sheet, white paper, pencils, colors, markers, wrapping paper, scissors,

glue and tape.

Observations

This activity will help us work on both Step 3 and Step 8 of the
Barkley Method.

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Activity sheet

We are going to the Market

Objectives of the activity

Foster social skills.

Respect the closest environment.
Participants
To be able to behave in public places.

Students
Teaching staff
Development of the activity
Mothers and fathers
Others With the help of the teacher, the children will represent a market in the classroom.
their fruit stands, butcher shops, bakeries, fish markets... Every 2-3 children
they will set up a stall and sell their products, while others will be the
Group size
buyers. During the game, the teacher will guide them and explain which
they must be their behavior in public places, how they should behave indoors
The entire class group.
of the market that has been simulated and how things should be requested.

Suggestions

Approximate duration To encourage the acquisition of desired behaviors (especially those of the child
with ADHD) it can be said to children that when they learn to behave, they
30-50 minutes. will make real visits to public places such as the market, the library, the
museum...

Necessary resources

Boxes to make the market stalls, plastic toys that represent

the products of each stop, coins, table, signs, colored pencils.

Observations

This activity will allow us to work on Step 8 of the Barkley Method.

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3.6. WORK METHODOLOGY

The methodology used has been through the development of a proposal for
early intervention, using the Barkley method as a reference, establishing guidelines for
action to improve behavior at school and family level by designing multiple activities
to alleviate the difficulties and problems that arise as a consequence of ADHD.
The cooperative work methodology usually yields good results in the classroom, where
the children work in groups and together they try to follow the class rules. The teacher serves as
leader who motivates the group to carry out the agreed work and uses warning signals if anyone
child behaves disruptively and disobediently, with special attention to children with
ADHD.

3.7. RESOURCES

To be able to carry out this proposal, we will count on the collaboration of psychologists,
educators, external workers such as police officers, as well as parents of children with
typical symptoms of ADHD.
Regarding material resources, the necessary ones are detailed in each activity.

3.8. TIMING

The timing of this proposal designed to improve cooperation and skill

of the child with ADHD, is determined by the results obtained from its application and will be
function of the sessions that are needed. Each of the Steps of the Barkley Method is practiced
for two weeks although it can be extended a bit more if deemed necessary (but not
indefinitely since it would lose its effectiveness). One should not move from one step to the next without that

there is evidence that knowledge has been assimilated. This proposal for
The intervention consists of a total of sixteen activities that will be carried out based on the
Steps that are being worked on will be distributed throughout the week, with an hourly frequency that
It will depend on each activity and the pace of the child with ADHD in achieving the objectives.

proposed.

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3.9. EVALUATION

In order to evaluate the present intervention proposal and its impact on improvement
of the child with ADHD, we will rely on direct observation of him during the application of
method in the preschool classroom.
To do this, a table will be created to evaluate the objectives set for each
activity (Table 6). When a specific activity is carried out, the teacher will assess whether the child
with ADHD has achieved the objectives, indicating it with a number from 1 to 5 based on: 1 (has
achieved the objective); 2 to 4 (has partially achieved it) and 5 (has not achieved it). Until
If the student has not assimilated those objectives, the teacher will not be able to carry out the activities.

of the following step.

TABLE 6. DEVELOPMENT OF ACTIVITIES

ACTIVITIES AND OBJECTIVES PROPOSED 1 2 3 4 5

Actividad 1: LAS IMITACIONES
Improve attention capacity.
Learn to play in a confined space.
Enhance your creativity.
Activity 2: PAY CLOSE ATTENTION!
Improve attention capacity in children with ADHD.
Foster the relationship with colleagues.
Getting children to listen carefully to the instructions of the
professor.
Activity 3: LET'S CONVERSE
Facilitate the regulation of conduct in a conversation and in the
game.
Improve social skills.
Learn to pay attention to the partner and the teacher.
Activity 4: ROUTINES IN THE CLASSROOM
Being able to carry out the established routines in the classroom.
Pay attention to the teacher's explanations when explaining
the sheet.
Gain responsibility when it is your turn to be in charge of the classroom.

Activity 5: WHO FOLLOWS THE RULES?

Encourage the child with ADHD about the importance of rules.
Regulate the child's own behavior.
Working on the rules within the classroom.

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Activity 6: RESPECTING THE RULES OF THE GAME
Promote the use of standards.
Respect the rules of the game.
Activity 7: LIKE A BALLOON
Improve the self-control capacity of the child with ADHD.
Encourage their autonomy when carrying out activities.
Control your breathing.
Activity 8: CONTROLLING ROBOTS
Foster self-control in the child with ADHD.
Respect the teacher's instructions when performing
activities.
Participate in classroom activities.
Actividad 9: AUTOESTIMA
Fostering the self-esteem of the child with ADHD.

Encourage self-confidence attitudes.

Participate in joint activities.
Activity 10: THE AWARDS
Improve the behavior of the child with ADHD in the classroom.

Establish a list of tasks and another of privileges if they are fulfilled.

Develop attitudes and behaviors to promote the integration of the
children with ADHD.

Activity 11: THE TURTLE

Improve the child's behavior towards their peers.
Foster cooperation among children.
Activity 12: THE STATUES
Facilitate the ability to control impulsivity.
Channel the child's impulses to run.
Activity 13: SNAIL RACE
Develop the ability to control your impulses.
Reduce the negative impulses of children.
Participate in the activities proposed by the teacher.
Actividad 14: EL LOCO
Reduce impulsivity.
Respect the classmates and teacher.
Actividad 15: NOS VAMOS AL PARQUE
Learn social skills.
Improve the ability to control oneself in public places.
Listen to the teacher while he explains the activity.
Activity 16: WE ARE GOING TO THE MARKET
Foster social skills.
Respect the closest environment.

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Barreiro Escañuela, Vanessa
Be able to behave in public places.

At the same time, we will also carry out a daily behavior assessment form for the child.
(Table 7) where both social behavior (sharing, playing quietly, following the
game rules and the teacher's instructions) such as academic performance, through
a rating scale of 1 (excellent behavior), 2 (good behavior), 3 (normal behavior), 4
(misconduct) and 5 (very bad behavior) with which we can see if the behavior
The child's condition improves as this intervention proposal is applied.

TABLE 7. DAILY BEHAVIOR ASSESSMENT SHEET AT SCHOOL

BEHAVIORS TO VALUE 1 2 3 4 5
Class participation.
Quality of work in class.
Monitoring of class rules.
He gets along well with the other children.

Improvement of behavior in class.

Improvement of attention capacity.
Channeling of impulses.
Nombre del alumno:
Date:

Source: Extracted from R. A. Barkley (1997).

Finally, we will also use the Barkley ADHD Scale with the aim of
carry out an initial assessment of the child with ADHD before starting the proposal and a
final assessment at the end of the program. By comparing the results of both
through evaluations we will be able to verify the effectiveness of the program as well as make improvements

necessary for the future (Table 8).

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Barreiro Escañuela, Vanessa
TABLE 8. SCALE TO EVALUATE ADHD

Full name................................................................

Edad……………Curso……………….. Completado por………………….

Circle the number in the column that best describes the child.
["Nothing","A little","Quite a bit","A lot"]

Often moves hands or feet, fidgets 0 1 2 3

with them or it is removed from the seat.
He finds it difficult to sit still. 0 1 2 3
He/She gets easily distracted. 0 1 2 3
He/She has difficulty making an appointment. 0 1 2 3
5. Tends to respond hastily to the 0 1 2 3
questions that are asked of him.
6. Has trouble following instructions. 0 1 2 3
7. He/She finds it difficult to maintain focus on a 0 1 2 3
assignment.
8. Usually starts one thing without having finished another 0 1 2 3
the previous one.
He finds it difficult to play calmly. 0 1 2 3
He often talks too much. 0 1 2 3
11. Interrupts or interferes in activities or 0 1 2 3
other people's conversations.
He often seems to be in another world. 0 1 2 3
He tends to lose the things he needs. 0 1 2 3
14. Frequently participates in activities 0 1 2 3
physically dangerous without taking into account the
possible consequences.

Reproduced from R.A. Barkley.

3.10. CONCLUSIONS OF THE CHAPTER

In the course of this chapter, the Barkley Method has been described and the improvements reasoned.
what the application of the proposed intervention outlined in this work could imply
Bachelor's degree, in the education of children with ADHD. This method stimulates responsibility.
in these children and their willingness to learn from adults by accommodating to their
advice, rules and instructions. At the same time, try to increase appropriate behaviors and
socially accepted behavior of the child and assist the teacher with different techniques, resources and

strategies to accept the diagnosis, the implications of ADHD, and improve it

ability to manage the anomalous behavior of the student in the classroom and outside of it.

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This intervention proposal and the activities it includes should be applied in
a preschool classroom where there was a child with ADHD. Once completed, the
The professor would evaluate him, in order to assess and analyze whether the objectives have been met.
initially proposed in the Final Degree Project and also if the implementation of
The Barkley method has been the correct and expected one.

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CHAPTER 4.
CONCLUSIONES, DISCUSIÓN, LIMITACIONES
AND FUTURE LINES OF RESEARCH

4.1. INTRODUCTION

This Bachelor's Thesis has focused on Attention Deficit Disorder.

Attention Deficit Hyperactivity Disorder (ADHD). On one hand, its origin, characteristics have been explained,

diagnosis and possible treatments and, on the other hand, the possible adaptations that could be applied
with children who present this disorder.
During this last chapter and once the intervention proposal has been completed, we
they will present the conclusions we have reached, the possible limitations that may
to appear in case of application and a proposal for a future line of research.

4.2. DISCUSSION OF RESULTS AND CONCLUSIONS

As has been demonstrated throughout the TFG, Attention Deficit Disorder
Hyperactivity is becoming increasingly common in childhood. It is worth remembering that ADHD is not a
disorder that appears suddenly, its symptoms are already present at an early age and for
for this disorder to be diagnosed, the anomalous behavior must occur in two or more
environments (read as environment the school, family, and social setting). Due to the increasing
impact on society, in recent years many investigations have emerged
with the aim of understanding this type of disorder in preschool-aged children, establishing which
these are the diagnostic criteria to follow and their possible treatments. Finally, for a quick
and effective alleviation of the symptoms associated with this disorder, it is advisable and necessary that
both the family members and the educational team are well informed about him, as well as
to know the possible protocols to act in these cases. Within this context is framed
this work, which aims to provide applicable strategies in the early childhood education classroom to
students with ADHD, without affecting the daily routine of the other students.

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This work aimed to assist teachers, as they often do not have
the sufficient information nor the necessary tools to address this situation in the
the balance is important "helps the child with ADHD - the rest of the children."
Por todo lo anterior, una visión específica del TDAH y sus consecuencias ha permitido la
development of guidelines and strategies to adapt the Early Childhood Education curriculum to the
needs of these children, always considering the current legislation on this issue.
The in-depth study of the Barkley Method, both theoretically and practically, has allowed
the design of a possible intervention proposal to be implemented in the classroom of Education
Childish.
The intervention proposal of this TFG concludes with the preparation of sixteen
activities based on the eight steps of the Barkley Method, addressing the main objective
(and also to the specific ones) posed at the beginning of the work and that was none other than to 'design
an intervention program through the Barkley Method that promotes the integration of
children in the Early Childhood Education classroom taking into account their characteristics and providing
to the teacher criteria for the observation and early detection of ADHD within the classroom.

4.2.1. Discussion and conclusions of the first objective of the

investigation
Chapter 1 provides an overview of the concept of ADHD, as well as its origin,
most common characteristics and symptoms, possible diagnosis and treatment. In this way,
has worked on the first specific objective of our TFG: 'To know the Attention Deficit Disorder'
Attention with Hyperactivity and its presence in second-cycle education students
Childish.
The completion of this part as well as the bibliographic research associated with this topic has me
has allowed us to know that from the first moment this disorder was mentioned, both its
The definition as etiology has sparked great controversy, debates, and discussions among the
experts in the field. Currently, we can find authors who differ in many of
the points surrounding this disorder, and even in its treatment, although it is increasingly more
tendency to use a multimodal treatment focused on the child, the family, and the school.

4.2.2. Discussion and conclusions of the second objective of the

research
In the second chapter, the inclusion of children with Needs has been addressed.
Special Education (including those with ADHD) in the current Organic Law of Education

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Vanessa Barreiro Escañuela
and that justifies the need to develop strategies that facilitate their integration in the classroom.
Delving into this topic has allowed me to tackle the second specific objective of this work:
Understanding the issues of the disorder concerning the Early Childhood Education curriculum and
make the necessary adaptations.” The knowledge of the educational difficulties that they have
children with ADHD has helped me to make the necessary adaptations (adaptations
general methodologies, in activities and objectives, as well as in evaluations) for
reduce behavioral anomalies and improve cognitive development.

4.2.3. Discussion and conclusions of the third and fourth objective of the
investigation
The introduction of the Barkley Method as a methodological learning strategy,
Carried out in the third chapter has allowed me to develop the third and fourth specific objective.
of this work: 'To know and describe the characteristics of the Barkley Method' and 'To design the'
intervention program adjusted to the premises of the Barkley Method.
The Barkley Method consists of eight main steps that the teacher must apply.
successively so that the child with ADHD improves his behavior both in the classroom and outside
about her. These guidelines aim for the child to improve their behavior, their self-esteem and the
respect towards your peers (including the teacher) and at the same time avoid impulsivity that you
causes neglect and therefore hinders their cognitive development. In my opinion, the
implementation of the rewards and penalties system through the cards is a strategy
positive as it allows the child with ADHD to see an incentive that stimulates them to change their
inappropriate behavior.
The knowledge of the background that exists in the Barkley Method has served me to
carry out my intervention program, through the design of a series of activities
basically focused on children with ADHD, but in my opinion, they do not interfere with the
development of the classroom as it also allows working on the same values that are intended to be instilled.
child with difficulties, with the rest of the students.

4.3. LIMITATIONS AND FUTURE RESEARCH LINES

As has been verified, this Final Degree Project is a theoretical work. Not
We can know if your application would benefit the educational and intellectual development of the students.
with ADHD until it was actually implemented in the Early Childhood Education classroom. However,
Considering the reality of these students and the teachers, we could indeed define a series

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of limitations that we might encounter in case it were to take place one day. Regarding the
child, for example, we might encounter the case where these students sometimes are
aware of their limitations and this hinders their integration and adaptation in the classroom and in the
society. Thus, it could happen that the child is reluctant to the orders given to him by the
professor, that his behavior did not show any improvement and that therefore, the professor
had problems when applying even the first steps of the Barkley Method. Regarding
al docente, podría darse el caso que si se encontrara en el aula con alumnos que tienen un
normal development and one of them with a disorder and difficulties in their learning, could
to become blocked and not know what to do. The teacher, through the use of strategies and resources, should
be able to normalize the situation and find a way to integrate and normalize the child with
TDAH, ayudándole a superar su trastorno sin dejar de ocuparse del resto de la clase.
Although we can think of the possible limitations, only the direct application in the classroom.
from the different activities proposed in this TFG and their subsequent evaluation, it would allow
determine the degree of achievement of the objectives and therefore, if this proposal of
intervention would be appropriate and ideal to address such a problem in reality. Thus,
the future line of work would be positioned for its implementation in the Education classroom
Childish and addressing the possible difficulties we might encounter with children with
ADHD. After its execution, a comprehensive assessment of the program's effectiveness would be carried out.

following the benchmarks that have been explained in this work and if we observed that some point
If the proposal fails, we would make the necessary changes and modifications.
Finally, I believe it is important for the Educational Community and society to
In general, continue researching ADHD in preschool-age children in order to improve the
understanding of this disorder, as well as the appropriate procedures for a correct
intervention. With this thesis, we have attempted to contribute to this goal through an analysis
exhaustive of the causes and consequences of this disorder, to offer not only to the parents
but also to the teachers some guidelines to prevent them from feeling disoriented in the face of these.
cases, as well as tools to prevent school and social failure of these children.

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Mulas, F. (2012). TDAH Preescolar: diagnóstico e intervención terapéutica. Ponencia

presented XIV International Course on Pediatric Neurology and Child Neuropsychology.
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Madrid. Cepe Publishing, S.L.
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Madrid. Pyramid Editions.
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Roth, R. H. and Elsworth, J. D. (1995). Biochemical pharmacology of midbrain dopamine
neurons. 227-243. New York: Raven Press.
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Cantabria Foundation (2009). ADHD in the classroom 'Attention Deficit Disorder and
Hyperactivity. Guide for teachers. Santander: CDAH Foundation.
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Murcia: Department of Education, Science, and Research. Murcian Health Service.

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TABLE OF CONTENTS

TABLE 1: HISTORICAL SUMMARY ............................................................................................. 10

TABLE 2: HYPERACTIVITY INDICATORS .................................................................... 12
TABLE 3: PROBLEMS ASSOCIATED WITH ADHD........................................................................ 13
TABLE 4: BIOCHEMICAL ALTERATIONS .............................................................................. 14
TABLE 5: ACTIVITIES, OBJECTIVES, AND STEPS OF THE METHOD .............................................32
TABLE 6. DEVELOPMENT OF ACTIVITIESS .. 51
TABLE 7. DAILY BEHAVIOR ASSESSMENT FORM AT SCHOOL................ 53
TABLE 8. SCALE TO EVALUATE ADHD .........................................................................54

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APPENDICES

Appendix I. Mental Health Issues That

they can be confused with ADHD

Gándara (2006) talks to us about a series of mental health problems that can be confused.
with ADHD, how are they:

PROBLEM Similar symptoms DIFFERENT SYMPTOMS THAN

ADHD ADHD
DEPRESSION Irritability. Low self-esteem. Continuous sadness or irritability.
Motor restlessness. Feelings of guilt or uselessness
Impulsive reactions. very frequent.
Lack of attention y low
concentration capacity.
ANXIETY FRAMES Restlessness. Excessive worry.
Impatience, impulsivity, and fears, sleep problems y
irritability. nightmares.
Lack of attention y low Complaint of physical discomfort.
concentration capacity.

PROBLEMS OF Disruptive behavior. Rebellion.

BEHAVIOR Negative towards admitting authority Aggressiveness.
and comply with standards.

Motor restlessness during the

moments of confrontation.
DISORDER OF School performance below Good performance in tasks
LEARNING the possibilities. different from the school ones.
Disruptive behavior Good behavior outside the classroom.
in the classroom. Negative about doing the
household chores.
DISORDER OF THE Unease. Impulsivity prevents activities in which the child
MOTOR COORDINATION motriz. knows that it is going to fail.
Writing problems. Imprecise and careless performance,
Low academic performance. more than attention deficit.
Disordered behavior
in the classroom.
Accidents during games.

Tic Disorder Movement o verbalization The movements or verbalizations

impulsive or uncontrollable. they are repetitive.
Low attention.
DISORDERS Lack of attention. Identifiable start in the months
ADAPTIVES Unease motor e previous, after an event
impulsivity. stressful.
Low academic performance.
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Disruptive behavior.
DEFICIT OF Impulsivity. Generally good performance
SOCIAL SKILLS Disruptive behavior. in individual situations.
CONSUMPTION OF Lack of attention. Presence in cycles related to
SUBSTANCES Motor restlessness. the [Link] physicists
Impulsivity. characteristics of the substance
Low academic performance. consumed.
Misbehavior.

Source: Gándara, J., García, X. & Pozo, J.V. (2006). Distracted, accelerated, and restless. Is it
Hyperactive? The book for parents, educators, and therapists (pp. 100-101). Barcelona: Planeta.

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Appendix II. Criteria for diagnosis of

ADHD

A.(1) or (2)

Six or more of the following symptoms of inattention have persisted for at least 6
months, with an intensity that is maladaptive and incoherent in relation to the level of
development

Lack of attention (or inattention)

often does not pay enough attention to details or makes mistakes due to
neglect in school tasks, at work, or in other activities.

often has difficulty maintaining attention on tasks or activities

playful.

3) often seems not to listen when spoken to directly.

often does not follow instructions and does not complete school tasks, assignments or
obligations in the workplace (it should not be due to negative behavior or to
inability to understand instructions.

Often has difficulties organizing tasks and activities.

often avoids, dislikes or is reluctant to engage in tasks that require a

sustained mental effort (such as schoolwork or household chores).

often misplaces necessary objects for tasks or activities (for example:

toys, school supplies, pencils, books or tools.

8) often gets easily distracted by irrelevant stimuli.

9) is often careless in daily activities.

Six or more of the following symptoms of hyperactivity-impulsivity have persisted for

less than 6 months, with an intensity that is maladaptive and incoherent in relation to
the level of development:

Hyperactivity
1) often moves hands or feet excessively, or squirms in their seat.

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often leaves his seat in class or in other situations where it is expected
to remain seated.

often runs or jumps excessively in situations where it is inappropriate to do so

(in adolescents or adults it may be limited to subjective feelings of restlessness).

4) often struggles to play or quietly engage in activities of

leisure.

It often 'is in motion' or tends to act as if it has a motor.

often talks too much.

Impulsivity
often rushes responses before the questions have been completed.

often has difficulty keeping a turn.

3) often interrupts or intrudes on the activities of others (for example:

interferes in conversations or games.

B. Some symptoms of hyperactivity-impulsivity or inattention that caused disturbances

they were present before the age of 7.

[Link] alterations caused by the symptoms occur in two or more environments (due to
example: at school or at work and at home.

There must be clear evidence of a clinically significant deterioration in social activity.

academic or work.

The symptoms do not appear exclusively during the course of a generalized disorder.
development, schizophrenia or another psychotic disorder and are not better explained by the presence of
other mental disorders (for example: mood disorders, anxiety disorder,
dissociative disorder or a personality disorder.

Attention Deficit Hyperactivity Disorder, Combined Type

If Criteria A1 and A2 have been met during the last 6 months.

Attention Deficit Hyperactivity Disorder, predominantly inattentive type

Attention:

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If Criteria A1 are met, but Criterion A2 has not been met during the last 6 months.

* Trastorno por Déficit de Atención con Hiperactividad, tipo con predominio hiperactivo-
impulsive

If Criteria A2 are met, but Criterion A1 is not met during the last 6 months.

Source: First, M.B. (2009) DSM-IV-TR: Diagnostic and Statistical Manual of Mental Disorders.
Barcelona: Elservier Masson.

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Appendix III. ADHD Detection Protocol

DETECTION PROTOCOL (ADHD)

Datos del alumno …………………………………………………………………………………………………..

Nombre del alumno:………………….……….… Sexo: ……..…. Curso: …..…….. Edad: ..………...
Date of birth: ……………………………………………………………………..……………………..
Name of the person filling out the questionnaire: ...
Relación con el niño/a: ……………………Fecha deExamen: ………………….………………………

Below you will find a list of items that describe your student.
Please do not leave any item unanswered.
Think of your student to answer each of the questions and circle it.
Circle the response you consider most appropriate:

1= Nunca o Pocas Veces 2= A menudo o Con Frecuencia 3= Siempre

Does he/she move a lot? 1 2 3

2. Does he/she answer before the questions are asked? 1 2 3

Does he/she make mistakes in his/her schoolwork? 1 2 3

4. Does he/she interrupt others and/or interfere in conversations? 1 2 3

5. Do you get up from the chair? 1 2 3

6. Do you have difficulty waiting your turn? 1 2 3

7. Does it feel like he/she seems not to hear when called? 2 3

directly?

Do you lose the things you need? 1 2 3

9. Do you have trouble organizing tasks and activities? 1 2 3

Does he run or jump when he shouldn't? 1 2 3

11. Do you find it difficult to follow instructions? 1 2 3

12. Does he/she fail to complete tasks and games? 1 2 3

Does he/she talk a lot? 1 2 3

14. Do you get distracted by irrelevant stimuli? 1 2 3

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15. Do you have trouble maintaining attention at work and in the 1 2 3

game?

16. Does it abandon activities that require mental effort? 1 2 3

sustained?

17. Is it in continuous motion, does it feel like it "never stops"? 1 2 3

Are the batteries running out?

18. Do you have difficulty calmly engaging in leisure activities? 2 3

for work?

19. When doing tasks, he/she does not pay enough attention to the 2 3
details?

20. Generally, tends to get lost in daily activities. 2 3

example, he/she doesn't know what homework needs to be done, he/she doesn't know which page

van, ...)?

ADHD in the classroom 'Attention Deficit Hyperactivity Disorder'.

Guide for teachers prepared by the Cantabria Foundation helps with Attention Deficit and
Hyperactivity. CADAH Foundation 2009.

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Appendix IV. Behavioral Questionnaire of

Conners

CONNERS Behavior Questionnaire for TEACHERS

(C.C.E.; Teacher’s Questionnaire, C. Keith Conners 1989). Abbreviated form

HYPERACTIVITY INDEX TO BE EVALUATED BY TEACHERS

["NOTHING","LITTLE","RATHER","MUCH"]

He/She has excessive motor restlessness.

He has unpredictable outbursts of bad temper.
Easily distracted, has poor attention.
Frequently bothers other children.
5. He looks angry, surly.
6. Changes their mood abruptly.
Restless, always in motion.
He is impulsive and irritable.
9. Does not finish the tasks that he/she starts.

His efforts are easily frustrated.

TOTAL……..

Instructions:
1) Assign points to each answer as follows:

NONE = 0 POINTS.
A LITTLE = 1 POINT.

ENOUGH = 2 POINTS.
MUCHO = 3 POINTS.
2) To obtain the Attention Deficit Hyperactivity Index, add the
scores obtained.

3) Score:

For CHILDREN aged 6–11 years: a score >17 is a suspicion of DEFICIT OF

ATTENTION WITH HYPERACTIVITY.
For GIRLS between 6-11 years: a score >12 in hyperactivity indicates suspicion
of Attention Deficit Hyperactivity Disorder.
Conners' Rating Scale revised by Farré and Narbona 1993.

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CONNERS Behavior Questionnaire for PARENTS
(C.C.I.; Parent’s Questionnaire, C. Keith Conners). Short form

HYPERACTIVITY INDEX TO BE ASSESSED BY PARENTS

NOTHING LITTLE QUITE A LOT
He is impulsive, irritable.
He/She is a crybaby.

It is more lively than usual.

4. He/She cannot stay still.
5. It is destructive (clothes, toys, other objects).
He/She doesn't finish the things he/she starts.

Easily distracted, has poor attention.

8. Changes their mood abruptly.
His efforts are easily frustrated.
10. Often bothers other children.
TOTAL ……..

Instructions:
1) Assign points to each answer as follows:

NADA = 0 POINTS.
A LITTLE = 1 POINT.

ENOUGH = 2 POINTS.
MUCHO = 3 POINTS.

2) To obtain the Attention Deficit Hyperactivity Index, add the

scores obtained.

3) Punctuation:

For CHILDREN between 6–11 years: a score >16 is suspicious of DEFICIT OF

ATTENTION WITH HYPERACTIVITY.

For GIRLS aged 6–11 years: a score >12 in hyperactivity indicates suspicion
of ATTENTION DEFICIT WITH HYPERACTIVITY.

Conners Family Scale revised by Farré and Narbona 1993.

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School Behavior Questionnaire

C.C.E.; Teacher’s Questionnaire, C. Keith Conners. Abbreviated form
Use this questionnaire to obtain a description of the students' behaviors.
obtained data must be transferred to the DSM-IV diagnostic table.

DESCRIPTORS

He/She has excessive motor restlessness.

2. Makes annoying sounds in inappropriate situations.
3. Demands immediate satisfaction of its demands.
He behaves arrogantly, he is disrespectful.
5. He has unpredictable outbursts of bad temper.
6. He is susceptible, too sensitive to criticism.
Easily distracted, little attention.
Frequently bothers other children.
He is daydreaming, lost in thought.
10. He has an angry, surly appearance.
11. Changes his/her mood abruptly.
12. Argue and fight over anything.
13. He/She has a shy and submissive attitude towards adults.

Restless, always on the move.

He is impulsive and irritable.
16. Demands excessive attention from the teacher.
He is poorly accepted in the group.
18. He/She lets himself/herself be led by other children.

19. He/She has no sense of the rules of 'fair play'.

Lacks leadership skills.
21. Does not finish the tasks they start.
22. His behavior is immature for his age.
23. Denies his/her mistakes or blames others.
24. He does not get along well with most of his colleagues.
25. Has difficulty with cooperative activities.
His efforts are easily frustrated, he is inconsistent.
27. He/she accepts the professor's instructions poorly.

28. He/She has learning difficulties in school.

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Home Behavior Questionnaire

(C.C.I.; Parent’s Questionnaire, C. Keith Conners). Short form
Use this questionnaire to obtain a description of the students' behaviors. The
The obtained data must be transferred to the diagnostic table of the DSM-IV.

DESCRIPTORS

One fidgets with their fingers, nails, hair, clothes.

2. Treats older people disrespectfully.

3. Has difficulty making or maintaining friendships.
He is impulsive, irritable.
He/She wants to control and lead in any situation.
He/she sucks his/her finger, clothing, or hands.
He is a crybaby.
He is awkward in his external demeanor.
He's in the clouds, lost in thought.
10. Has difficulty learning.
It is more active than usual.
He is fearful.
He/She cannot stay still.
It is destructive (clothes, toys, other objects).
He is a liar.
He is withdrawn, shy.
Causes more problems than others of his age.
His language is immature for his age.
19. Denies their mistakes or blames others.
He is argumentative.
He is withdrawn and throws tantrums.
Steal things or money at home or outside.
23. He is disobedient, obeys reluctantly.
She is excessively worried about being alone, the illness.
25. Does not finish the things they start.

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Appendix V. Diagram of the Hybrid Model of Executive Functions

Barkley
Diagram of the hybrid model of executive functions, adapted to show the numerous cognitive deficits associated with
behavioral inhibition deficits in ADHD (taken from Barkley, 1997):

BEHAVIORAL INHIBITION DEFICIT

POOR MEMORY OF
Deficit in the inhibition of immediate responses.
WORK (NON-VERBAL)
Perseveration of responses in progress. PROCESS OF
Poor control of the interference. RECONSTITUTION
Difficulty in retaining
Deteriorated
events in the mind.
Limitations in the analysis
Inability to manipulate or DELAY IN THE INTERNALIZATION OF SPEECH IMMaturity IN SELF-REGULATION
and synthesis of behavior.
act on those events. (LIMITED VERBAL WORKING MEMORY) OF THE EFFECT/MOTIVATION/ALERT
Deficit in capacity
Memory deficit in Limited capacity for description and reflection. Limited self-regulation of emotions.
to create rules.
retrospective work. Poor self-questioning / problem solving. Less objectivity/social perspective taking.
Minor creativity y
Memory deficit in -Deficiente conducta dirigida por reglas (instrucción). Poor self-regulation of the state of alert to
variability
prospective work. Less effective generation of rules / meta-rules. service of an action directed to an object.
behavioral directed at
Poor anticipatory behavior. Deterioration in reading comprehension.
a goal.
Limited self-knowledge. Delay in moral reasoning.
Less frequent use of
Decrease of the sense of
CONTROL MOTOR / FLUENCY AND REDUCED SYNTAX simulations
tiempo.
Deficit in the inhibition of irrelevant responses for the task. behavioral.
Deficient non-verbal behavior
Deterioration in the execution of responses directed at an object. Immature syntax of the
driven by rules.
Limited complex or new motor sequences. behavior.
Delay in the organization in
Decrease in the persistence of object-directed behaviors.
the weather.
Insensitivity to feedback from responses.
Lack of behavioral flexibility.
Lower ability to return to the task after an interruption.
Poor control of behavior due to internally represented information.