Program of physical/collaborative strategies to improve socioemotional learning in students with adhd
Keywords:
Physical/collaborative strategies, Emotional learning, ADHDAbstract
The integrative, preventive, and inclusive approach—one that responds to real needs within the educational and human development domains—represents one of the most effective educational models for fostering various components of learning. In specialized education, there is a constant need to evaluate different intervention strategies. Therefore, the objective of this study was to demonstrate the effectiveness of a physical/collaborative strategy program in enhancing the socio-emotional learning of students with ADHD. This was a descriptive/ explanatory study with a correlational and longitudinal design. A representative and sufficient sample (n = 35) was subjected to a physical/collaborative strategy intervention to assess its effects on socio-emotional learning. All the studied dimensions showed significant improvement (p < 0.0001): attention and concentration increased by +3.30 points (from 4.35 to 7.65), emotional regulation by +3.25 points (from 4.15 to 7.40), academic performance by +2.95 points (from 4.90 to 7.85), active participation by +3.45 points (from 4.90 to 8.35), and affective
communication by +3.00 points (from 5.00 to 8.00). The physical/collaborative strategy program proved to be highly effective in enhancing socio-emotional learning in students with ADHD. The implementation of structured activities with a comprehensive, bodily, and cooperative focus promoted the development of key competencies for academic performance and social inclusion, demonstrating that such initiatives can be successfully integrated into mainstream educational settings.
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