Secuencia didáctica basada en formas jugadas para mejorar las funciones ejecutivas en estudiantes con TDAH en ciclo dos del Colegio Kennedy sede héroes, Bogotá.

Abstract

The purpose of the present research was to determine whether the design of a didactic sequence based on game forms can improve executive functions in students with ADHD in cycle 2. The sample consisted of students from the Kennedy School, Heroes, Bogotá, who will present ADHD as a definite disorder or associated with a type of disability. The research design was of a mixed nature, although it is predominantly quantitative, which is why the main instrument used to make the diagnosis and measure the final results was the BANFE-2 evaluation battery. From the results obtained, it was found that the forms of games applied through a didactic sequence improve executive functions in most cases, in addition to stimulating the development of other spheres of the students. It is important to generate pedagogical strategies that allow teachers to recognize diversity in students not only to strengthen their cognitive processes, but also their social and participatory processes.