Aprendizaje virtual y la respuesta académica con un niño de TDAH

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is a disorder with a high prevalence in elementary school children to which parents and teachers do not give enough attention and do not attribute due importance to it, as it is a problem that it causes alterations both in personal life and in the academic response of those who suffer from it. This situation has worsened with the COVID-19 pandemic because it involves an education model that, although not new, poses challenges for teachers and students. In this sense, it has been known through different authors that the development of virtual learning comprises a great variety of elements to which most of the population knows how to make use of them, but hyperactivity, impulsivity and inattention that characterizes ADHD cases make interaction difficult in a context where the primary school teacher has less ability to control children's behavior. In the Machala canton, the case of Marcos Riofrío has been known, a boy of ten years eight months of age who has a high probability of ADHD who has been taken as the object of study because the problem was identified. What relationship exists between virtual learning and academic response? The general objective has been to determine the relationship between virtual learning and the academic response of a child with ADHD, and as specific objectives to analyze the environment where the child develops to identify the factors that hinder their virtual learning and determine possible solutions that contribute to the improvement of virtual learning for their parents and grandmother to apply at home. The methodology of this research was descriptive, cross-sectional, made use of the interview technique by applying a question bank and the technique of direct observation structured through the Hyperactivity / Attention Deficit Disorder Test. The data were processed through the Spreadsheet of the Microsoft Excel package and among the main findings is that the child observed in each subtest was obtained a score of 5 units that in total represent 121 points of the hyperactivity quotient, showing a problem mild in terms of frequency of movements, frequency with which he runs and jumps, difficulty in remaining seated, inability to stay still, in general the child is restless, acts before thinking, inability to wait his turn, difficulty in waiting , impulsivity, does not wait for instructions to carry out activities, is disorganized, does not pay attention, is easily distracted, has difficulty maintaining attention and loses things easily. From the interview it was found that there are peaks where the student interacts normally and satisfactorily, and peaks where the child is easily distracted by the objects that are around him, although in general it was known that there are shortcomings in the communication process due to his behavior but that he transmits and captures ideas well, so it has been concluded that he has problems with virtual learning and this affects his academic response but generating an impact on his academic life, but it could not be verified that he has been affected his personal life. Finally, it has been recommended to act to parents from the conditioning of the study area, to educational institutions in the training of teachers, to public and private institutions to manage brigades to give therapy to cases of ADHD with limited resources economic and UTMACH increase the participation of Psych pedagogy students in internships and pre-professional practices with cases of ADHD.