Concentration Techniques in the Classroom for Children with ADHD, in an Educational Unit in the Province of Santa Elena

Abstract

This study analyzes the effectiveness of various concentration techniques applied in classrooms for children with Attention Deficit Hyperactivity Disorder (ADHD) in an educational unit in Santa Elena. Employing a mixed-methods approach, surveys and interviews with teachers were examined, and the behavior of students with ADHD was observed. The findings suggest that strategies like environmental adaptation, use of visual and auditory signals, and positive reinforcement are effective in enhancing concentration and academic performance of these students. It is concluded that the implementation of specific concentration techniques, tailored to the size and resources of each institution, is crucial to support students with ADHD, thereby improving their academic performance and satisfaction.