O TDAH \u00e9 um comportamento aprendido? Porque meus alunos se comportam assim?<\/p>\n
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O \u201cTranstorno de D\u00e9ficit de Aten\u00e7\u00e3o e Hiperatividade\u201d, TDAH n\u00e3o \u00e9 um comportamento aprendido. Muitas s\u00e3o as raz\u00f5es para esta afirma\u00e7\u00e3o.<\/p>\n
A forma\u00e7\u00e3o do TDAH est\u00e1 ligada \u00e0 qu\u00edmica do c\u00e9rebro. Atualmente o escaneamento cerebral \u00e9 capaz de apresentar caracter\u00edsticas espec\u00edficas do TDAH. Pesquisas indicam que 80% dos casos est\u00e3o ligados \u00e0 gen\u00e9tica ou, em outros casos, a desnutri\u00e7\u00e3o fetal ou outros danos cerebrais.<\/p>\n
O TDAH \u00e9 cr\u00f4nico e necessita de estrat\u00e9gias para toda a vida. Seus sintomas surgem logo na primeira inf\u00e2ncia e est\u00e1 baseado na qu\u00edmica do c\u00e9rebro desde o nascimento, diferente de uma situa\u00e7\u00e3o ocasional ou de um comportamento aprendido.<\/p>\n
No c\u00e9rebro de um TDAH existe uma altera\u00e7\u00e3o nos neurotransmissores que auxiliam na comunica\u00e7\u00e3o cerebral. Esta altera\u00e7\u00e3o est\u00e1 na baixa demanda de dopamina extremamente importante para as atividades cerebrais por interferir principalmente na motiva\u00e7\u00e3o, aten\u00e7\u00e3o, recompensa e noradrenalina que interfere no humor, ansiedade. Como consequ\u00eancia destas altera\u00e7\u00f5es, as habilidades das fun\u00e7\u00f5es executivas, respons\u00e1veis por controlar e regular nossas a\u00e7\u00f5es, pensamentos e emo\u00e7\u00f5es s\u00e3o comprometidas, o c\u00e9rebro tem dificuldade de ser ativado fazendo com que o indiv\u00edduo se desmotive com facilidade.<\/p>\n
Alunos com TDAH tem caracter\u00edsticas t\u00edpicas e isso faz com que seus comportamentos sejam percept\u00edveis, chamados de padr\u00f5es de comportamento\/ dificuldades. Os principais comportamentos percept\u00edveis s\u00e3o: Erros por descuido na escrita ou em matem\u00e1tica, dificuldades na leitura, muita energia, esquecem o que aprenderam recentemente e de fazer as li\u00e7\u00f5es, olham no ch\u00e3o quando falam com eles.<\/p>\n
Mesmo que crian\u00e7as com TDAH tenham alguns comportamentos diferentes entre si, os problemas originais podem ser os mesmos. A intensidade desses comportamentos depende do grau, se tem ou n\u00e3o a hiperatividade, etc.<\/p>\n
Geralmente alunos com TDAH tem dificuldade em prestar aten\u00e7\u00e3o, focar. Facilmente algo lhes tira a aten\u00e7\u00e3o como sons, pessoas, objetos. A ansiedade tamb\u00e9m \u00e9 um fator predominante. O corpo sempre est\u00e1 em movimento (dependendo tamb\u00e9m do grau de hiperatividade), estes alunos sempre repetem os mesmos comportamentos mesmo sabendo que ter\u00e3o problemas. N\u00e3o conseguem controlar<\/p>\n
A desmotiva\u00e7\u00e3o n\u00e3o permite que o c\u00e9rebro fique ativado exercendo corretamente suas fun\u00e7\u00f5es. Em diversos estudos de casos percebemos o fato de alunos com TDAH n\u00e3o conseguirem come\u00e7ar ou continuar algo que n\u00e3o \u00e9 interessante ou novo para eles. Se sentem frustrados ao pensar que est\u00e3o fazendo a coisa certa, mas que nada acontece, isso os deixa tamb\u00e9m mais estressados, desanimados, sem est\u00edmulos para prosseguir. Sentem que n\u00e3o tem habilidade para manter seus esfor\u00e7os.<\/p>\n
Sobre alunos com TDAH somado \u00e0 hiperatividade, os movimentos s\u00e3o tentativas de manterem a qu\u00edmica do c\u00e9rebro em equil\u00edbrio. Precisam de mais movimentos que outras crian\u00e7as, por\u00e9m n\u00e3o tem controle sobre eles.<\/p>\n
Apesar de TDAH n\u00e3o ser comportamento aprendido, existem estrat\u00e9gias a serem orientadas pelo professor e executadas pelo professor e pelo aluno para que este aluno conhe\u00e7a e reflita sobre o que acontece em seu c\u00e9rebro, se motive para executar as atividades em seu melhor tempo e consiga mais aten\u00e7\u00e3o, foco para alcan\u00e7arem juntos mais resultados de aprendizagem, lidando melhor com seus comportamentos.<\/p>\n
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Mirella Aires Alves<\/p>\n
Pedagoga, educadora musical, p\u00f3s graduada em Musicaliza\u00e7\u00e3o Infantil, p\u00f3s-graduanda em Educa\u00e7\u00e3o Especial pelo \u201cAsian College of Teachers\u201d. Autora do \u201cLivro M\u00fasica e A\u00e7\u00e3o na Educa\u00e7\u00e3o Infantil\u201d pela Editora Ciranda Cultural. Atualmente vive em Singapura\/Sudeste Asi\u00e1tico.<\/p>\n
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INGLES<\/p>\n
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Attention deficit hyperactivity disorder (ADHD) is not a learned behavior and there are many reasons for this statement.<\/p>\n
The ADHD development is related to brain chemistry. Currently, the brain scanning is capable of presenting specific characteristics of ADHD. Genetics, fetal malnutrition or other brain damages account for 80% of the cases, according to the literature.<\/p>\n
ADHD is chronic and requires strategies for life. Its symptoms appear early in childhood and it is based on brain chemistry from birth, different from a learned behavior.<\/p>\n
In the ADHD brain, there is a modification in neurotransmitters that help in brain communication. This change is in the low demand of dopamine, which is important to interfere with motivation and reward. As a consequence of these changes, the abilities of the executive functions, responsible to control and regulate our actions, thoughts and emotions are compromised, the brain has difficulty of being activated, resulting in easily demotivation.<\/p>\n
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ADHD students generally present typical characteristics. This make their behaviors easily recognized, called behavior patterns\/struggles. The main apparent behaviors are: \u00a0– Careless in writing, in math, reading difficulties, lots of energy, forget what have learned recently and then forget of doing lessons, homework, and look down while you talk to them.<\/p>\n
Even when ADHD children present some different behaviors among themselves, the original problems might be the same. The intensity of these behaviors depends on the degree, whether or not hyperactivity is present.<\/p>\n
Commonly ADHD students have difficulty to pay attention and to be focused.<\/p>\n
They can get distracted easily, by sounds, people, objects and other things. Depending on the hyperactivity degree, their bodies are at all times on the move. ADHD students always repeat the same behaviors even knowing they will have problems, because they cannot control it.<\/p>\n
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Demotivation does not allow the brain being activated. In several case studies presented, we perceived the fact of ADHD students don\u2019t be able to start or continue something that were not interesting or new to them. They felt frustrated to think they were doing the right thing, but nothing happened. This made them more stressed, discouraged, with no incentive to move forward on their tasks. They did not have enough skills to keep their efforts and they did not know how to do.<\/p>\n
About ADHD students plus hyperactivity, the movements are attempts to keep brain chemistry in balance. They need more movements than other children for this to happen, however they don\u2019t have self-control. Despite ADHD is not a learned behavior, there are strategies to be implemented by the teacher and executed by both teacher and student in way that this student get to know and reflect about what happens in his brain, gets motivated to execute the activities on his best way and get more attention and focus to achieve together more learning experience results, dealing better with his behaviors.<\/p>\n
<\/p>\n","protected":false},"excerpt":{"rendered":"
O TDAH \u00e9 um comportamento aprendido? Porque meus alunos se comportam assim? O \u201cTranstorno de D\u00e9ficit de Aten\u00e7\u00e3o e Hiperatividade\u201d, TDAH n\u00e3o \u00e9 um comportamento aprendido. Muitas s\u00e3o as raz\u00f5es para esta afirma\u00e7\u00e3o. A forma\u00e7\u00e3o do TDAH est\u00e1 ligada \u00e0 qu\u00edmica do c\u00e9rebro. Atualmente o escaneamento cerebral \u00e9 capaz…<\/p>\n","protected":false},"author":1,"featured_media":428,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[2],"tags":[30,81],"acf":[],"_links":{"self":[{"href":"https:\/\/www.neuroeducacaomusical.com.br\/ead\/wp-json\/wp\/v2\/posts\/426"}],"collection":[{"href":"https:\/\/www.neuroeducacaomusical.com.br\/ead\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.neuroeducacaomusical.com.br\/ead\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.neuroeducacaomusical.com.br\/ead\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.neuroeducacaomusical.com.br\/ead\/wp-json\/wp\/v2\/comments?post=426"}],"version-history":[{"count":0,"href":"https:\/\/www.neuroeducacaomusical.com.br\/ead\/wp-json\/wp\/v2\/posts\/426\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.neuroeducacaomusical.com.br\/ead\/wp-json\/wp\/v2\/media\/428"}],"wp:attachment":[{"href":"https:\/\/www.neuroeducacaomusical.com.br\/ead\/wp-json\/wp\/v2\/media?parent=426"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.neuroeducacaomusical.com.br\/ead\/wp-json\/wp\/v2\/categories?post=426"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.neuroeducacaomusical.com.br\/ead\/wp-json\/wp\/v2\/tags?post=426"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}