In this paper we critically evaluate the literature of evidence–based psychosocial interventions for children diagnosed with ADHD. Our paper is structured around five main criticisms. First, the evidence–based psychosocial interventions are formulated on the basis of the categorical diagnosis of ADHD which is an ambiguous diagnostic entity. Second, they claim homogeneity among children diagnosed with ADHD. Third, they diffuse non–pedagogical language in education. The fourth criticism refers to the methodological bias by which evidence is produced. The fifth and final criticism describes how this body of literature promotes a pedagogical practice that relies on manualized approaches to be considered effective.

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Interrogating the Effectiveness of Educational Practices: A Critique of Evidence-Based Psychosocial Treatments for Children Diagnosed with Attention-Deficit/Hyperactivity Disorder

The goal of this study is to identify developmental level of symbolic actions at perceptual level. 20 preschool children between 5 and 6 years old from the city of Bogota were included in the study. The level of symbolic development was assessed by application of qualitative protocol designed for this purpose before and after inclusion of the children in the social role-play. The results showed low level of symbolic development before participation on the playing activity. After participation in formative program based on social role-play the children showed positive development of symbolic actions. Such changes were observed by implementation of the same protocol after the program. The results have permitted to propose some indicators of positive symbolic development at

Developmental Analysis of Symbolic Perceptual Actions in Preschools

Introduccion. El paradigma historico-cultural propone estudiar la funcion simbolica a traves de la adquisicion de la experiencia externa durante la actividad conjunta del nino con los adultos. La funcion simbolica podria llevarse a cabo en el nivel de las acciones materializadas, perceptivas y verbales.  Objetivo. Determinar cuales son los indicadores de adquisicion de la funcion simbolica dentro de la zona del desarrollo proximo y la zona de desarrollo actual para las acciones verbales en ninos preescolares entre los 5 y 6 anos.  Materiales y metodo. El estudio se realizo con 180 preescolares de Bogota, D.C. —99 ninos de instituciones publicas y 81 ninos de instituciones privadas—. A los participantes se les valoro la posibilidad de realizar las acciones simbolicas en el nivel verbal a traves de protocolo disenado con este proposito.  Resultados. Los resultados fueron valorados por tres expertos, lo cual permitio proponer como indicador reflexivo de adquisicion de la funcion simbolica en el nivel verbal la posibilidad de explicar respuestas de manera desplegada.  Conclusion. La evidencia de la presencia de la funcion simbolica en el nivel verbal se refiere a la capacidad de reflexionar respecto a las respuestas de la propuesta de tareas independientemente o con ayuda externa por parte del adulto.

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Indicadores de adquisición de la función simbólica en el nivel de acciones verbales en preescolares

Using Auditory Modalities to Develop Rhythmic Competency in Children‟s Fundamental Movement Skills by Sally Suzanne Severy MS, West Virginia University, 1995 BS, West Virginia University, 1994 Doctoral Study Submitted in Fulfillment of the Requirements for the Degree of Doctor of Education Walden University October 2016 Abstract Physical education classrooms often have low levels of moderate to vigorous physical activity levels. This is a problem since many young elementary students are not building a foundation of fundamental movement skills necessary to be lifelong participants in physical activities. This study investigated how elementary physical education teachers used auditory modalities in their classrooms. The research question explored thePhysical education classrooms often have low levels of moderate to vigorous physical activity levels. This is a problem since many young elementary students are not building a foundation of fundamental movement skills necessary to be lifelong participants in physical activities. This study investigated how elementary physical education teachers used auditory modalities in their classrooms. The research question explored the emergence of rhythmic competency in fundamental movement skills to increase overall moderate to vigorous activity levels. This concurrent, mixed-methods, multiple case study used a constructivist paradigm using the schema and dynamic system theories as the underlying motor system theoretical framework. Two research sites were selected: a suburban Maryland public school system and a private liberal arts college located in the same county. The participants included 21 elementary physical education teachers and 6 physical education or exercise science majors from nationally recognized programs. Data were collected from a focus group, interviews, classroom observations, and a 10-item response Likert style survey designed for elementary physical education teachers to recognize current trends in the field of auditory modalities and rhythmic competency. The data were analyzed to identify auditory modality instructional methods for the emergence of rhythmic competencies. The results consisted of a list of best practices for use such as musical rhythms, verbal cues, and sound cues by physical education teachers and specialists. This research promotes positive social change by providing information for successfully planning interventions in the discipline of motor skill and rhythmic development that can lead to overall increased more-vigorous physical activity. Using Auditory Modalities to Develop Rhythmic Competency in Children‟s Fundamental Movement Skills by Sally Suzanne Severy MS, West Virginia University, 1995 BS, West Virginia University, 1994 Doctoral Study Submitted in Fulfillment of the Requirements for the Degree of

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Using Auditory Modalities to Develop Rhythmic Competency in Children's Fundamental Movement Skills

This article presents the results of the implementation of the social role-play in preschool Colombian children. 32 children between 5 and 6 years with vulnerable living conditions were included in the study. Children were divided in two groups: experimental and control. The children from experimental group were included in organized activities of play with social roles. Specific strategies for gradual formation of symbolic function were used during plays. The pre-test and post-test analysis allowed to observe changes in the symbolic development levels materialized, perceptual and verbal in the experimental group after the intervention. Significant differences were found between two groups.

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Impacto del juego de roles sociales en la formación de la función simbólica en preescolares

IntroductionWithin the historical and cultural conception of development, signs and symbols are essential psychological instruments for transforming the psyche and the internal world of a child (Vygotsky, 1931/1983,1982 /1993). Vygotsky stressed that the signs can be used, first, on the external social and material level and, second, on the individual, internal, and ideal level (Elkonin, 2009; Quintanar & Solovieva, 2009). In other words, internal symbols may appear only after corresponding internal actions in which such symbols might be used (Vygotsky, 1983 /1995). Afterword, within activity theory, the regularities of acquisition and the types of orientation used for actions with symbols were taken into account during the teaching process (Talizina, 2009).At preschool age the presence or absence of symbolic function may be observed within play activity. Collective forms the social role-play are specifically useful for the introduction of symbols at the external, materialized level (Gonzalez-Moreno, Solovieva, & Quintanar-Rojas, 2014a, 2014b; Gonzalez-Moreno & Solovieva, 2014a, 2014b). Interaction between adults and children within play activity may be observed in materialized, perceptive, and verbal symbolic actions. It is possible to suppose that the formation of symbolic actions follows the typical sequence of stages for the formation of mental actions proposed by Galperin (1966,1998).Materialized actions refer to the fact that the child starts to use material objects in a particular way: an object is used in external action as a substitute for another object, which is absent (or just not used by the child). The child may express orally the meaning of such a substitution. For example, a child using a pencil as a comb for a dollcan express that he/she is combing the doll's hair using the pencil. The child learns to reproduce the models of actions with concrete objects, and by symbolic representation such models pass to a more generalized level.Such types of actions may be called symbolic actions, which increase significantly within play activity. The child starts to use objects not only according to the external or functional meaning but also according to the new "denomination" (Petrovski, 1985). Such a change in the use of objects also means that the child has developed the internal, constant functional image of the corresponding object and may apply this image in new, "symbolic" situations.In this process the operations with the object correspond to the proprieties of the "absent" object, which is represented within the current symbolic action. The whole process is accompanied by the gradual development of consciousness of actions and of the meaning of objects in different actions. Plays with rules and social role-play occupy an important place in psychological development. It is possible to suppose that the absence of these kinds of play activities or the lack of possibilities for being included in such activities has a negative influence on the acquisition of symbolic function at preschool age.Later on, symbolic actions pass to the perceptive level, on which it is possible to accomplish substitution or representation of the object graphically. "Perceptive actions require ... the perceptual recognition of the elements and the comprehension of the images [that] are the symbols which may serve for the child and other people ... to represent objects and events, real or imaginary" (Salsa & Vivaldi, 2012, p. 135).The level of verbal symbolic actions is the most complex at preschool age and includes the generalization of linguistic elements. A typical feature of this level is that a word has meaning and object reference (Luria, 1976). The word maybe converted into a sign because it may represent not only the concrete object but also the imaginative, symbolic object (an event, situation, feature, or action), which is not directly included in the meaning. In other words, each word has a polysemic structure that is not accessible to infants but can appear as a new, qualitative possibility at the end of preschool age. …

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Indicators of Reflection during Acquisition of Symbolic Actions in Preschool Colombian Children

IntroductionThe end of preschool and the beginning of school learning is an important period for cognitive development. According to psychological, neuropsychological, and neurophysiological research, preschool age is a time of significant changes and transformations (Elkonin, 1989; Lisina, 2009; Machinskaya & Farber, 2014; Vygotsky, 1996). Different developmental disorders can be detected at preschool age, and attention deficit disorder with hyperactivity (ADDH) is among of the most frequent of them. In Latin American countries, including Mexico, this diagnosis is so common that even children younger than 3 years old receive it from medical doctors or psychologists. In Mexico, children of all ages with this diagnosis are normally medicated by child neurologists or psychiatrists with methylphenidate (Ritalin). No specific neuropsychological assessment is applied to these children, and no serious psychological help is provided.Various researchers are trying to study ADDH syndrome in preschool children with the objective of detecting mechanisms and levels of disturbance, including possible effects on different levels of the central nervous system. Compromise of the frontal lobes and diverse alterations of aspects of the processes of attention are commonly claimed (Barkley, 1998,2001; Castellanos & Acosto, 2004; Cohen, 1993; Santana, Paiva, & Lustenberger, 2003).Nevertheless, in other studies, other processes and not only attention itself are mentioned as being severely impaired in this syndrome. For example, severe problems with space orientation and other aspects of spatial functions in the activities of preschool children have been observed in previous research (Osipova & Pankratova, 1997; Solovieva, Machinskaya, Quintanar, & Bonilla, 2007; Solovieva, Machinskaya, Quintanar, Bonilla, & Pelayo, 2013; Solovieva, Quintanar, & Bonilla, 2006). It is possible to suppose that not only attention itself and not only frontal lobes are the main problems in ADDH. A direct and unilateral relationship between the process of attention and frontal lobes is not the only point of view in modern neuropsychology and neurophysiology. The participation of complex neuronal systems of cortical and subcortical regulation at different levels is also mentioned by authors who consider the process of attention (Machinskaya & Farber, 2014; Machinskaya & Semenova, 2007).From the point of view of the qualitative clinical approach in neuropsychology, considering complex systems as a basis for the brains functional representation of psychological process is one of the essential methodological principles (Leontiev, 2009; Luria, 1973/1989, 1977,). According to such principles, psychological processes are considered as psychological actions, each of which is directed to a specific (external or internal) cultural goal. Attention itself is never an independent psychological action. According to Galperin, attention can be understood as an internal action of control (Galperin & Kabilnitskaya, 1974) that has its own history starting from early childhood. During preschool age, we can speak about attention as an external action of control directed to external goals in joint activity between an adult and a child. It is clear that in such an interpretation attention could never be related to only one type of brain mechanism or to one determinate brain structure. The action of control at the external level will always include different systems of brain mechanisms that are united for the fulfillment of a necessary goal. The absence of goals within the social situation of development produces the absence of actions and, as a consequence, the impossibility of formation of the corresponding cortical and subcortical functional systems.Historical-cultural neuropsychology, following A.R. Luria's approach, offers functional analysis of brain mechanisms that might help to determine the clinical features of ADDH syndrome in each particular case. …

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Solovieva Yulia

Papers

Indicators of Reflection during Acquisition of Symbolic Actions in Preschool Colombian Children

Qualitative syndrome analysis by neuropsychological assessment in preschoolers with attention deficit disorder with hyperactivity