Reorganization of occupational behavior patterns in children with attention deficit hyperactivity disorder

Abstract

Introduction: Attention Deficit Hyperactivity Disorder (ADHD) has been interpreted as a set of symptoms that include inappropriate levels of hyperactivity, inattention and impulsiveness, which, seen from several cognitive models, is based on the involvement of executive functions as the main dysfunctional factor, being congruent with characteristics of an impulsive cognitive style. This dysfunctional processing can directly impact the organization of occupational behavior patterns (habits) for participation in daily life activities and execution of school activities. The intervention of these difficulties is based on therapeutic strategies that have evolved from behavior modification techniques to cognitive concepts based on self-control and self-instructional training, thus emerging intervention programs for children with this disorder through the cognitive behavioral approach in order to organize the sequencing of tasks through cognitive mediational training. In this order of ideas, the occupational therapist's initiative arises to carry out a mixed longitudinal descriptive research work in order to answer the question: What effects arise in the occupational behavior patterns of boys and girls diagnosed with attention deficit hyperactivity disorder by modifying the impulsive cognitive style?