ADHD_Wiki_Collaborate Programme: Fostering ADHD Students’ Cooperative and Social Skills Using Web 2.0 Tools

• Eleni Moudatsaki ^[1] ; Inmaculada Marín-López ^[1] ; Rocío Luque-González ^[1]
  1. [1] Universidad de Córdoba

     Universidad de Córdoba

     Cordoba, España

     
• Localización: Psicología educativa, ISSN 1135-755X, Vol. 31, Nº. 2, 2025, págs. 121-128
• Idioma: inglés
• DOI: 10.5093/psed2025a18
• Títulos paralelos:
  • El Programa ADHD_Wiki_Collaborate: el fomento de las habilidades cooperativas y sociales del alumnado con TDAH mediante herramientas Web 2.0
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Las características del trastorno por déficit de atención e hiperactividad (TDAH) repercuten en las habilidades sociales y de cooperación. Las herramientas Web 2.0 cuando se utilizan en actividades psicoeducativas contribuyen a la mejora de estas habilidades. Este estudio pretende explorar la eficacia de un programa de intervención que utiliza una herramienta wiki para mejorar las habilidades de cooperación y sociales entre compañeros en grupos de clase donde hay al menos un alumno con TDAH. Se diseñó e implementó un programa de intervención en un solo grupo, basado en wiki y con una duración de 15 semanas. Los participantes fueron 191 estudiantes de una escuela de Secundaria de Grecia de 12 y 13 años de edad. Los resultados indican que aumentó la preferencia de los alumnos con TDAH por el trabajo en grupo, mientras que disminuyó su preferencia por el trabajo individual, así como su dificultad de adaptación al trabajo en grupo. Además, mejoraron sus habilidades cooperativas y la empatía, mientras que disminuyeron la irritabilidad y perturbación. El alumnado con TDAH con déficit de habilidades sociales y cooperativas podría beneficiarse de esta intervención.

  • English

    The characteristics of Attention Deficit Hyperactivity Disorder (ADHD) have an impact on collaborative and social skills. Web 2.0 tools, when used in psychoeducational activities, contribute to these skills’ improvement. This study aims to explore the effectiveness of an intervention programme by using a wiki tool to improve cooperation and socialization skills among peers in class groups where there is at least one student with ADHD. A single-group wiki-based intervention programme was designed and implemented over 15 weeks. Participants were 191 students from a secondary school in Greece, aged 12 and 13 years old. The results showed that ADHD students’ preference to group work was enhanced, while their preference to individual work as well as their difficulty of adjustment to group work decreased. Moreover, their cooperative skills and empathy improved, whereas irritability and disturbance decreased. ADHD students with social and cooperative skills’ deficits could be benefited from this intervention.

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