School Activities that Employ ICT as a Resource to Facilitate Learning in a Student with ADHD

  • Dra. María Alejandra Domínguez
  • Martin Menchon (UNCPBA-INTIA)
Keywords: Attention deficit with, without hyperactivity (ADHD), ICT, school adaptations, physics


This work presents the results of a case study in which professionals work in collaboration to help a student with attention deficit with hyperactivity disorder (ADHD) learn physics. Two kinds of activities were analyzed: activities that include simulations and traditional ones. The attention span of the student in both kinds of activities was compared; in activities that include simulations this span was longer and the disruptive actions were less frequent. Due to this information, the use of simulations in physics learning activities oriented to students with ADHD proves revealing.


Download data is not yet available.


Abad-Mas, L.; Ruiz-Andrés, R., Moreno-Madrid, F., Herrero, R.; y Suay, E. (2013).Intervención psicopedagógica en el trastorno por déficit de atención/hiperactividad. Revista Neurología 57 (Supl 1), 193-203

Abadi, A. y Tripicchio, P., (2015). Chair's Material: Curso TDAH Infantojuvenil. Diagnóstico y tratamiento.Instituto Ineco.

Abadi, A. y Pallia, R. (2007).Trastorno por déficit de atención. Revista del Hospital Italiano de Buenos Aires, Vol 27, (2).

American Psychiatric Association. (2000).Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) (4th ed. Revised).Washington DC.

Barkley, R.A. (1998).Attention-Deficit Hyper activity Disorder. New York; The Guilford Press.

Barkley, R. A. (2009).Avances en el diagnóstico y la subclasificación del trastorno por déficit de atención/hiperactividad: qué puede pasar en el futuro respecto al DSM-V?. Revista Neurología, Vol (48), Supl 2, 101-106.

Bauermeister, J. (2014).Hiperactivo, Impulsivo, Distraído ¿Me conoces?.

Guía Acerca del Déficit Atencional (TDAH).Para Padres, Maestros y Profesionales. New York London: The Guilford Press.

Bolic, V., Lidstrom, H, Thelin, N., Kjllberg, A. & Hemminggsson, H. (2013). Computer use in educational activities by students with ADHD. Scandinavian Journal of Occupational Therapy, Vol. 20(5).

Cubero Pérez, R. (2005).Elementos básicos para un constructivismo social. Avances en Psicología Latinoamericana, 23, 43-61.

De Sá Guimarães, M.; de Carvalho, L.A y da Costa R. M. E. M, (2007).Ambientes Virtuaisan prática educacional de crianças com Trastorno de Déficit de Atenção e/ou Hiperatividade, Laboratorio de Banco de Dados, Retrieved from:

Desch, L. W. (2000).The use of Microcomputer Software as an Adjuctive Therapy for Children with Attention Deficit Hiperactivity Disorder.In Accardo, Blondis, Whitman y Stein (Eds).Attention Deficits and Hiperactivity in Children and Adults. Nueva York, Marcel Dekeer:Inc, 551-567.

Autor, (2016) xxx

Fabio, R. A. y Antonietti, A. (2012).Effects of hypermedia instruction on declarative, conditional and procedural knowledge in ADHD students. Research in Developmental Disabilities, 33 (2012) 2028–2039.

Geurts, H., Luman, M., Van Meel, C. (2008).What’s in a game: the effect of social motivation on interference control in boys with ADHD and autism spectrum disorders, Journal of child psychology and psychiatry, and allied disciplines, Rockville Pike Bethesda, v.49 (8), 848-57.

González Russ, G. y Oliver Franco R. D. (2002).La Informática en el Déficit de Atención con Hiperactividad.This lecture was presented during the "Jornadas de Hiperactividad" which took place at Fundación ICSE en Sevilla. Available at:

Kang, H., Mohler, J. &Zentall, S. (2009).The Effectiveness of a Spatial Assistive Technology Training Tool for Children with ADHD. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp.905-909).Charleston, SC, USA.

Lewandowski1, L., Wood1, W. y Miller, L. (2016).Chapter 3 – Technological Applications for Individuals with Learning Disabilities and ADHD. Computer-Assisted and Web-Based Innovations in Psychology, Special Education, and Health61-93.

Lewis, D. & Brown, V. (2012).Individuals with ADHD and the Cognitive Processing of Multimedia.In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp.4645-4649).Austin, Texas, USA:Association for the Advancement of Computing in Education (AACE). Available at

Polanczyk, G., Silva de Lima, M., Lessa Horta, B., Biederman, J. & Rohde, L. A. (2007).The Worldwide Prevalence of ADHD:A Systematic Review and Metaregression Analysis.Journal of the American Psychiatric Association, 164, 942–948.

Rief, S. (1999) Cómo tratar y enseñar al niño con problemas de atención e hiperactividad. Técnicas, estrategias e intervenciones para el tratamiento del TDA/TDAH.Bs As:Paidós.

Stake, R.E. (2007).Investigación con estudios de casos, Madrid: Morata.

Tokuhama-Espinosa, Tracey (2011). Mind, brain, and education science. A comprehensive guide to the new brain-based teaching. W. W. Norton & Company

Vassilopoulou, A. y Evangelia Mavrikaki, E. (2016) Can ICT in biology courses

improve AD/HD students’ achievement?, Improving Schools, Vol.19(3) 246–257.

Wilens T.E., Faraone S.V., Biederman J. (2004).Attention-deficit/hyperactivity disorder in adults.JAMA, 292(5):619-23, 10.1001/jama.292.5.619

How to Cite
Domínguez, D. M. A., & (UNCPBA-INTIA), M. M. (2019). School Activities that Employ ICT as a Resource to Facilitate Learning in a Student with ADHD. EPH - International Journal of Educational Research (ISSN: 2208-2204), 3(3), 01-26. Retrieved from