Estrategias de manejo de la hiperactividad en el salón de clase

112 páginas incluye indice

Autores:: Posada Mora, Adriana

Tipo de recurso:

Fecha de publicación:: 2002

Institución:: Universidad de la Sabana

Repositorio:: Repositorio Universidad de la Sabana

Idioma:: spa

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dc.title.es_CO.fl_str_mv	Estrategias de manejo de la hiperactividad en el salón de clase
title	Estrategias de manejo de la hiperactividad en el salón de clase
spellingShingle	Estrategias de manejo de la hiperactividad en el salón de clase Educación preescolar Hiperactividad Educación de niños hiperactivos Aptitud creadora en niños Anamnesis Etiqueta para niños Autoestima Percepción en niños
title_short	Estrategias de manejo de la hiperactividad en el salón de clase
title_full	Estrategias de manejo de la hiperactividad en el salón de clase
title_fullStr	Estrategias de manejo de la hiperactividad en el salón de clase
title_full_unstemmed	Estrategias de manejo de la hiperactividad en el salón de clase
title_sort	Estrategias de manejo de la hiperactividad en el salón de clase
dc.creator.fl_str_mv	Posada Mora, Adriana
dc.contributor.advisor.none.fl_str_mv	Rivera Bernal, Leonardo Mauricio
dc.contributor.author.none.fl_str_mv	Posada Mora, Adriana
dc.subject.es_CO.fl_str_mv	Educación preescolar Hiperactividad Educación de niños hiperactivos Aptitud creadora en niños Anamnesis Etiqueta para niños Autoestima Percepción en niños
topic	Educación preescolar Hiperactividad Educación de niños hiperactivos Aptitud creadora en niños Anamnesis Etiqueta para niños Autoestima Percepción en niños
description	112 páginas incluye indice
publishDate	2002
dc.date.created.none.fl_str_mv	2002
dc.date.accessioned.none.fl_str_mv	2012-05-11T16:01:39Z
dc.date.available.none.fl_str_mv	2012-05-11T16:01:39Z
dc.date.issued.none.fl_str_mv	2012-05-11
dc.type.es_CO.fl_str_mv	Thesis
dc.type.none.fl_str_mv	bachelorThesis
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dc.type.local.none.fl_str_mv	Tesis de pregrado
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dc.identifier.citation.none.fl_str_mv	Abikoff, H., Courtney, M., Pelham, W. E., Koplewicz, H. (1993). Teachers' ratings of disruptive behaviors: The influence of halo effects. Journal of Abnormal Child Psychology, 21(5), Oct, pp. 519-533. Abramowitz, A. J., O'Leary, S.G. y Futtersak, M. W. (1988). The relative impact of long and short reprimands on children's off-task behavior in the classroom. Behavior Therapy, 19(2), Spr, pp. 243-247 Abramowitz, A. J. (1991). Behavioral interventions for the classroom: Implications for students with ADHD. School Psychology Review, 20(2), pp. 220-234 Atkins, M. S. (1989). The differential validity of teacher ratings of inattention/ overactivity and aggression. Journal of Abnormal Child Psychology, 17(4), Aug, pp. 423-435 Atkins, M. S. y Pelham, W. E. (1991). School-based assessment of attention deficit-hyperactivity disorder. Journal of Learning Disabilities, 24(4), Apr., pp.197-204, 255. Bauermeister, J. J. (1992). Factor analyses of teacher rating of attentiondeficit hyperactivity and oppositional defiant symptoms in children aged four through thirteen years. Journal of Clinical Child Psychology, 21(1), Mar, pp.27-34. Bornas, X. et al BORNAS, X. y SERVERA, M. (1996): La impulsividad infantil. Un enfoque cognitivo-conductual. Madrid: Siglo XXI. Campbell, L. R., Cohen, M. (1990). Management of attention deficit hyperactivity disorder (ADHD): A continuing dilemma for physicians and educators. Clinical Pediatrics. 29(3), Mar, pp.191-193. Cornett-Ruiz, S. (1993) Effects of labeling and ADHD behaviors on peer and teacher judgments. Journal of Educational Research, 86(6), Jul-Aug, pp.349-355. DuPaul, G. J. (1992). Behavioral treatment of attention-deficit hyperactivity disorder in the classroom: The use of the attention training system. Special Issue: Treatment of children with attention-deficit hyperactivity disorder (ADHD). Behavior Modification, 16(2), Apr., pp.204-225 Eddowes, E. A., Aldridge, J. y Culpepper, S. (1994). Primary teachers' classroom practices and their perceptions of children's attention problems. Perceptual & Motor Skills, 79(2), Oct, pp.787-790. Hinshaw, S. P. (1992). Self-management therapies and attention-deficit hyperactivity disorder: Reinforced self-evaluation and anger control interventions. Special Issue: Treatment of children with attention-deficit hyperactivity disorder (ADHD). Journal of Consulting & Clinical Psychology, 16(2), Apr, pp.253-273. Johnston, C. y Pelham, W. E. (1986). Teacher ratings predict peer ratings of aggression at 3-year follow-up in boys with attention deficit disorder with hyperactivity. Journal of Consulting & Clinical Psychology, 54(4), Aug, pp.571-572. Kasten, E. F., Coury, D. L. y Heron, T. E. (1992). Educators' knowledge and attitudes regarding stimulants in the treatment of attention deficit hyperactivity disorder. Journal of Developmental & Behavioral Pediatrics, 13(3), Jun, pp.215-219. KIRBY, E.A. y GRIMELY, A.K. (1992): Trastorno por Déficit de Atención. México: Limusa Lahey, B. B., Schaughency, E. A., Frame, C. L. y Strauss, C. C. (1985) Teacher ratings of attention problems in children experimentally classified as exhibiting attention deficit disorder with and without hyperactivity. Journal of the American Academy of Child Psychiatry: G, 24(5), Sep, pp.613-616. Lam, C y Beale, I.L. (1991). Relations among sustained attention, reaging performance and teachers ratings of behavior problems. Journal: Remedial & Special Education, 12(2). Mar.-Apr Margalit, M. (1989). Academic competence and social adjustment of boys with learning disabilities and boys with behavior disorders. Journal of Learning Disabilities, 22(1), Jan, pp.41-45. Margalit, M. y Almougy, K. (1991). Classroom behavior and family climate in students with learning disabilities and hyperactive behavior. Journal of Learning Disabilities, 24(7), Aug-Sep, pp.406-412. Margalit, M. y Caspi, M. (1985). A change in teacher-child interaction through paradoxical intervention. Journal: Exceptional Child, 32(1), Mar, pp.41-45. Merrell, K. W. (1990). Teacher ratings of hyperactivity and self-control in learning- disabled boys: A comparison with low-achieving and average peers. Psychology in the Schools, 27(4), Oct, pp.289-296. Milich, R. y Landau, S. (1988). Teacher ratings of nattention/overactivity and aggression: Cross validation with classroom. Journal of Clinical Child Psychology, 17(1), Mar, pp.92-97. Murphy, V., Hicks-Stewart, K. (1991). Learning disabilities and attention deficit-hyperactivitydisorder: An interactional perspective. Journal of learning disabilities, 24(7), Aug-Sep, pp.386-388. Northup, J., Jones, K., Broussard, C. y George, T. (1995). A preliminary comparison of reinforcer assessment methods for children with attention deficit hyperactivity disorder. Journal of Applied Analysis Behavior, 28(1), Spr, pp. 99 -100. Northup, J. (1995). The differential effects of teacher and peer attention on the disruptive classroom behavior of three children with a diagnosis of attention deficit hyperactivity disorder US. Journal of Applied Behavior Analysis, 28(2), Sum, pp. 227-228 Pelham, W. E., Gnagy, E. M., Greenslade, K. E. y Milich, R. (1992). Teacher ratings of DSM-III--R symptoms for the disruptive behavior disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 31(2), Mar, pp. 210-218. Reid, R., Vasa, S. F., Maag, J. W. y Wright, G. (1994). An analysis of teachers' perceptions of attention deficit- hyperactivity disorder Schachar, R., Sandberg, S. y Rutter, M. (1986). Agreement between teachers' ratings and observations of hyperactivity, inattentiveness, and defiance. Toronto. Journal of Abnormal Child Psychology, 14(2), Jun, pp.331-345 Schwean, V. L. (1993). Educating the ADHD child: Debunking the myths.Canadian. Journal of School Psychology, 9(1), Spr, pp. 37-52 Solis-Camara R., P. (1988). Estimación del grado de actividad de los escolares según los padres y maestras, y su relación con la impulsividad cognoscitiva. Salud Mental, 11(3), Sep, p.30-39 Walker, E., Bettes, B. y Ceci, S. J. (1984). Teachers' assumptions regarding the severity, causes, and outcomes of behavioral problems in preschoolers: Implications for referral. Journal of Consulting & Clinical Psychology, 52(5), Oct, pp.899-902 Wilding, J. (1994). Attentional problems in the classroom and parallel processing ability. British. Journal of Developmental Psychology, 12(4), Nov, pp.539-553. BAUERMEISTER, José J. Sario Internacional “Hacia una visión actualizada del Trastorno por Déficit de Atención e Hiperactividad Diagnóstico y tratamiento”. CORPORACIÓN HIDEA, “Aprendiendo a ser padres de un niño con TDAH” BARRIOS, Violeta. Psicóloga Colegio Nueva Granada. Apuntes varios e información de diferentes seminarios no especificados. WWW. Chadd.org/50class.htm SMITH, Ronald, SARASON, Irwin y SARASON, Bárbara. Enciclopedia de Psicología Educativa 2. Aprendizajes, Habilidades Humanas y conducta. Oxford University Press-Harla
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identifier_str_mv	Abikoff, H., Courtney, M., Pelham, W. E., Koplewicz, H. (1993). Teachers' ratings of disruptive behaviors: The influence of halo effects. Journal of Abnormal Child Psychology, 21(5), Oct, pp. 519-533. Abramowitz, A. J., O'Leary, S.G. y Futtersak, M. W. (1988). The relative impact of long and short reprimands on children's off-task behavior in the classroom. Behavior Therapy, 19(2), Spr, pp. 243-247 Abramowitz, A. J. (1991). Behavioral interventions for the classroom: Implications for students with ADHD. School Psychology Review, 20(2), pp. 220-234 Atkins, M. S. (1989). The differential validity of teacher ratings of inattention/ overactivity and aggression. Journal of Abnormal Child Psychology, 17(4), Aug, pp. 423-435 Atkins, M. S. y Pelham, W. E. (1991). School-based assessment of attention deficit-hyperactivity disorder. Journal of Learning Disabilities, 24(4), Apr., pp.197-204, 255. Bauermeister, J. J. (1992). Factor analyses of teacher rating of attentiondeficit hyperactivity and oppositional defiant symptoms in children aged four through thirteen years. Journal of Clinical Child Psychology, 21(1), Mar, pp.27-34. Bornas, X. et al BORNAS, X. y SERVERA, M. (1996): La impulsividad infantil. Un enfoque cognitivo-conductual. Madrid: Siglo XXI. Campbell, L. R., Cohen, M. (1990). Management of attention deficit hyperactivity disorder (ADHD): A continuing dilemma for physicians and educators. Clinical Pediatrics. 29(3), Mar, pp.191-193. Cornett-Ruiz, S. (1993) Effects of labeling and ADHD behaviors on peer and teacher judgments. Journal of Educational Research, 86(6), Jul-Aug, pp.349-355. DuPaul, G. J. (1992). Behavioral treatment of attention-deficit hyperactivity disorder in the classroom: The use of the attention training system. Special Issue: Treatment of children with attention-deficit hyperactivity disorder (ADHD). Behavior Modification, 16(2), Apr., pp.204-225 Eddowes, E. A., Aldridge, J. y Culpepper, S. (1994). Primary teachers' classroom practices and their perceptions of children's attention problems. Perceptual & Motor Skills, 79(2), Oct, pp.787-790. Hinshaw, S. P. (1992). Self-management therapies and attention-deficit hyperactivity disorder: Reinforced self-evaluation and anger control interventions. Special Issue: Treatment of children with attention-deficit hyperactivity disorder (ADHD). Journal of Consulting & Clinical Psychology, 16(2), Apr, pp.253-273. Johnston, C. y Pelham, W. E. (1986). Teacher ratings predict peer ratings of aggression at 3-year follow-up in boys with attention deficit disorder with hyperactivity. Journal of Consulting & Clinical Psychology, 54(4), Aug, pp.571-572. Kasten, E. F., Coury, D. L. y Heron, T. E. (1992). Educators' knowledge and attitudes regarding stimulants in the treatment of attention deficit hyperactivity disorder. Journal of Developmental & Behavioral Pediatrics, 13(3), Jun, pp.215-219. KIRBY, E.A. y GRIMELY, A.K. (1992): Trastorno por Déficit de Atención. México: Limusa Lahey, B. B., Schaughency, E. A., Frame, C. L. y Strauss, C. C. (1985) Teacher ratings of attention problems in children experimentally classified as exhibiting attention deficit disorder with and without hyperactivity. Journal of the American Academy of Child Psychiatry: G, 24(5), Sep, pp.613-616. Lam, C y Beale, I.L. (1991). Relations among sustained attention, reaging performance and teachers ratings of behavior problems. Journal: Remedial & Special Education, 12(2). Mar.-Apr Margalit, M. (1989). Academic competence and social adjustment of boys with learning disabilities and boys with behavior disorders. Journal of Learning Disabilities, 22(1), Jan, pp.41-45. Margalit, M. y Almougy, K. (1991). Classroom behavior and family climate in students with learning disabilities and hyperactive behavior. Journal of Learning Disabilities, 24(7), Aug-Sep, pp.406-412. Margalit, M. y Caspi, M. (1985). A change in teacher-child interaction through paradoxical intervention. Journal: Exceptional Child, 32(1), Mar, pp.41-45. Merrell, K. W. (1990). Teacher ratings of hyperactivity and self-control in learning- disabled boys: A comparison with low-achieving and average peers. Psychology in the Schools, 27(4), Oct, pp.289-296. Milich, R. y Landau, S. (1988). Teacher ratings of nattention/overactivity and aggression: Cross validation with classroom. Journal of Clinical Child Psychology, 17(1), Mar, pp.92-97. Murphy, V., Hicks-Stewart, K. (1991). Learning disabilities and attention deficit-hyperactivitydisorder: An interactional perspective. Journal of learning disabilities, 24(7), Aug-Sep, pp.386-388. Northup, J., Jones, K., Broussard, C. y George, T. (1995). A preliminary comparison of reinforcer assessment methods for children with attention deficit hyperactivity disorder. Journal of Applied Analysis Behavior, 28(1), Spr, pp. 99 -100. Northup, J. (1995). The differential effects of teacher and peer attention on the disruptive classroom behavior of three children with a diagnosis of attention deficit hyperactivity disorder US. Journal of Applied Behavior Analysis, 28(2), Sum, pp. 227-228 Pelham, W. E., Gnagy, E. M., Greenslade, K. E. y Milich, R. (1992). Teacher ratings of DSM-III--R symptoms for the disruptive behavior disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 31(2), Mar, pp. 210-218. Reid, R., Vasa, S. F., Maag, J. W. y Wright, G. (1994). An analysis of teachers' perceptions of attention deficit- hyperactivity disorder Schachar, R., Sandberg, S. y Rutter, M. (1986). Agreement between teachers' ratings and observations of hyperactivity, inattentiveness, and defiance. Toronto. Journal of Abnormal Child Psychology, 14(2), Jun, pp.331-345 Schwean, V. L. (1993). Educating the ADHD child: Debunking the myths.Canadian. Journal of School Psychology, 9(1), Spr, pp. 37-52 Solis-Camara R., P. (1988). Estimación del grado de actividad de los escolares según los padres y maestras, y su relación con la impulsividad cognoscitiva. Salud Mental, 11(3), Sep, p.30-39 Walker, E., Bettes, B. y Ceci, S. J. (1984). Teachers' assumptions regarding the severity, causes, and outcomes of behavioral problems in preschoolers: Implications for referral. Journal of Consulting & Clinical Psychology, 52(5), Oct, pp.899-902 Wilding, J. (1994). Attentional problems in the classroom and parallel processing ability. British. Journal of Developmental Psychology, 12(4), Nov, pp.539-553. BAUERMEISTER, José J. Sario Internacional “Hacia una visión actualizada del Trastorno por Déficit de Atención e Hiperactividad Diagnóstico y tratamiento”. CORPORACIÓN HIDEA, “Aprendiendo a ser padres de un niño con TDAH” BARRIOS, Violeta. Psicóloga Colegio Nueva Granada. Apuntes varios e información de diferentes seminarios no especificados. WWW. Chadd.org/50class.htm SMITH, Ronald, SARASON, Irwin y SARASON, Bárbara. Enciclopedia de Psicología Educativa 2. Aprendizajes, Habilidades Humanas y conducta. Oxford University Press-Harla 85708 TE00459
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spelling	Rivera Bernal, Leonardo MauricioPosada Mora, AdrianaLicenciado en Pedagogía Infantil2012-05-11T16:01:39Z2012-05-11T16:01:39Z20022012-05-11Abikoff, H., Courtney, M., Pelham, W. E., Koplewicz, H. (1993). Teachers' ratings of disruptive behaviors: The influence of halo effects. Journal of Abnormal Child Psychology, 21(5), Oct, pp. 519-533.Abramowitz, A. J., O'Leary, S.G. y Futtersak, M. W. (1988). The relative impact of long and short reprimands on children's off-task behavior in the classroom. Behavior Therapy, 19(2), Spr, pp. 243-247Abramowitz, A. J. (1991). Behavioral interventions for the classroom: Implications for students with ADHD. School Psychology Review, 20(2), pp. 220-234Atkins, M. S. (1989). The differential validity of teacher ratings of inattention/ overactivity and aggression. Journal of Abnormal Child Psychology, 17(4), Aug, pp. 423-435Atkins, M. S. y Pelham, W. E. (1991). School-based assessment of attention deficit-hyperactivity disorder. Journal of Learning Disabilities, 24(4), Apr., pp.197-204, 255.Bauermeister, J. J. (1992). Factor analyses of teacher rating of attentiondeficit hyperactivity and oppositional defiant symptoms in children aged four through thirteen years. Journal of Clinical Child Psychology, 21(1), Mar, pp.27-34.Bornas, X. et al BORNAS, X. y SERVERA, M. (1996): La impulsividad infantil. Un enfoque cognitivo-conductual. Madrid: Siglo XXI.Campbell, L. R., Cohen, M. (1990). Management of attention deficit hyperactivity disorder (ADHD): A continuing dilemma for physicians and educators. Clinical Pediatrics. 29(3), Mar, pp.191-193.Cornett-Ruiz, S. (1993) Effects of labeling and ADHD behaviors on peer and teacher judgments. Journal of Educational Research, 86(6), Jul-Aug, pp.349-355.DuPaul, G. J. (1992). Behavioral treatment of attention-deficit hyperactivity disorder in the classroom: The use of the attention training system. Special Issue: Treatment of children with attention-deficit hyperactivity disorder (ADHD). Behavior Modification, 16(2), Apr., pp.204-225Eddowes, E. A., Aldridge, J. y Culpepper, S. (1994). Primary teachers' classroom practices and their perceptions of children's attention problems. Perceptual & Motor Skills, 79(2), Oct, pp.787-790.Hinshaw, S. P. (1992). Self-management therapies and attention-deficit hyperactivity disorder: Reinforced self-evaluation and anger control interventions. Special Issue: Treatment of children with attention-deficit hyperactivity disorder (ADHD). Journal of Consulting & Clinical Psychology, 16(2), Apr, pp.253-273.Johnston, C. y Pelham, W. E. (1986). Teacher ratings predict peer ratings of aggression at 3-year follow-up in boys with attention deficit disorder with hyperactivity. Journal of Consulting & Clinical Psychology, 54(4), Aug, pp.571-572.Kasten, E. F., Coury, D. L. y Heron, T. E. (1992). Educators' knowledge and attitudes regarding stimulants in the treatment of attention deficit hyperactivity disorder. Journal of Developmental & Behavioral Pediatrics, 13(3), Jun, pp.215-219.KIRBY, E.A. y GRIMELY, A.K. (1992): Trastorno por Déficit de Atención. México: LimusaLahey, B. B., Schaughency, E. A., Frame, C. L. y Strauss, C. C. (1985) Teacher ratings of attention problems in children experimentally classified as exhibiting attention deficit disorder with and without hyperactivity. Journal of the American Academy of Child Psychiatry: G, 24(5), Sep, pp.613-616.Lam, C y Beale, I.L. (1991). Relations among sustained attention, reaging performance and teachers ratings of behavior problems. Journal: Remedial & Special Education, 12(2). Mar.-AprMargalit, M. (1989). Academic competence and social adjustment of boys with learning disabilities and boys with behavior disorders. Journal of Learning Disabilities, 22(1), Jan, pp.41-45.Margalit, M. y Almougy, K. (1991). Classroom behavior and family climate in students with learning disabilities and hyperactive behavior. Journal of Learning Disabilities, 24(7), Aug-Sep, pp.406-412.Margalit, M. y Caspi, M. (1985). A change in teacher-child interaction through paradoxical intervention. Journal: Exceptional Child, 32(1), Mar, pp.41-45.Merrell, K. W. (1990). Teacher ratings of hyperactivity and self-control in learning- disabled boys: A comparison with low-achieving and average peers. Psychology in the Schools, 27(4), Oct, pp.289-296.Milich, R. y Landau, S. (1988). Teacher ratings of nattention/overactivity and aggression: Cross validation with classroom. Journal of Clinical Child Psychology, 17(1), Mar, pp.92-97.Murphy, V., Hicks-Stewart, K. (1991). Learning disabilities and attention deficit-hyperactivitydisorder: An interactional perspective. Journal of learning disabilities, 24(7), Aug-Sep, pp.386-388.Northup, J., Jones, K., Broussard, C. y George, T. (1995). A preliminary comparison of reinforcer assessment methods for children with attention deficit hyperactivity disorder. Journal of Applied Analysis Behavior, 28(1), Spr, pp. 99 -100.Northup, J. (1995). The differential effects of teacher and peer attention on the disruptive classroom behavior of three children with a diagnosis of attention deficit hyperactivity disorder US. Journal of Applied Behavior Analysis, 28(2), Sum, pp. 227-228Pelham, W. E., Gnagy, E. M., Greenslade, K. E. y Milich, R. (1992). Teacher ratings of DSM-III--R symptoms for the disruptive behavior disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 31(2), Mar, pp. 210-218.Reid, R., Vasa, S. F., Maag, J. W. y Wright, G. (1994). An analysis of teachers' perceptions of attention deficit- hyperactivity disorderSchachar, R., Sandberg, S. y Rutter, M. (1986). Agreement between teachers' ratings and observations of hyperactivity, inattentiveness, and defiance. Toronto. Journal of Abnormal Child Psychology, 14(2), Jun, pp.331-345Schwean, V. L. (1993). Educating the ADHD child: Debunking the myths.Canadian. Journal of School Psychology, 9(1), Spr, pp. 37-52Solis-Camara R., P. (1988). Estimación del grado de actividad de los escolares según los padres y maestras, y su relación con la impulsividad cognoscitiva. Salud Mental, 11(3), Sep, p.30-39Walker, E., Bettes, B. y Ceci, S. J. (1984). Teachers' assumptions regarding the severity, causes, and outcomes of behavioral problems in preschoolers: Implications for referral. Journal of Consulting & Clinical Psychology, 52(5), Oct, pp.899-902Wilding, J. (1994). Attentional problems in the classroom and parallel processing ability. British. Journal of Developmental Psychology, 12(4), Nov, pp.539-553.BAUERMEISTER, José J. Sario Internacional “Hacia una visión actualizada del Trastorno por Déficit de Atención e Hiperactividad Diagnóstico y tratamiento”.CORPORACIÓN HIDEA, “Aprendiendo a ser padres de un niño con TDAH”BARRIOS, Violeta. Psicóloga Colegio Nueva Granada. Apuntes varios e información de diferentes seminarios no especificados.WWW. Chadd.org/50class.htmSMITH, Ronald, SARASON, Irwin y SARASON, Bárbara. Enciclopedia de Psicología Educativa 2. Aprendizajes, Habilidades Humanas y conducta. Oxford University Press-Harlahttp://hdl.handle.net/10818/210885708TE00459112 páginas incluye indiceEl objetivo de este proyecto es presentar unas estrategias que le ayuden al profesor, al manejo de los niños hiperactivos en el salón de clase, partiendo del fortalecimiento de la autoestima, para conseguir el control interno de manera tal que le ayude al niño a controlar sus movimientos, logrando así que a la vez que se domine a sí mismo, aumente los períodos de concentración y atención, para así facilitar el aprendizajeUniversidad de la SabanaLicenciatura en Pedagogía InfantilFacultad de EducaciónUniversidad de la SabanaIntellectum Repositorio Universidad de la SabanaEducación preescolarHiperactividadEducación de niños hiperactivosAptitud creadora en niñosAnamnesisEtiqueta para niñosAutoestimaPercepción en niñosEstrategias de manejo de la hiperactividad en el salón de claseThesisbachelorThesisTesis de pregradopublishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_7a1fspahttp://purl.org/coar/access_right/c_abf2ORIGINAL121742.pdf121742.pdfVer documento en PDFapplication/pdf433289https://intellectum.unisabana.edu.co/bitstream/10818/2108/1/121742.pdf5393a82b7b22726672f4433e47ecaf29MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-8498https://intellectum.unisabana.edu.co/bitstream/10818/2108/2/license.txtf52a2cfd4df262e08e9b300d62c85cabMD52TEXT121742.pdf.txt121742.pdf.txtExtracted texttext/plain106816https://intellectum.unisabana.edu.co/bitstream/10818/2108/3/121742.pdf.txtd2d14d53cace9a93a3369b70ef01b252MD5310818/2108oai:intellectum.unisabana.edu.co:10818/21082019-03-18 17:02:35.497Intellectum Universidad de la Sabanacontactointellectum@unisabana.edu.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

Estrategias de manejo de la hiperactividad en el salón de clase

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