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CNAA / Theses / 2015 / June /

Complex patterns of intervention used for the psychocorrection of the attention deficit hyperactivity syndrome found in school-aged children deficit hyperactivity syndrome found in school-aged children

Author: Glavan Aurelia
Degree:doctor of psychology
Speciality: 19.00.10 - Special Psychology
Scientific adviser: Nicolae Bucun
doctor habilitat, professor, Institute of Education Sciences
Institution: Chisinau Pedagogical State University "Ion Creanga"


The thesis was presented on the 19 June, 2015
Approved by NCAA on the 7 July, 2015


Adobe PDF document0.70 Mb / in romanian


CZU 376.5:159.922.7(043.2)

Adobe PDF document 2.11 Mb / in romanian
219 pages


attention deficit hyperactivity disorder, behavioral problems, behavioral self-regulation, learning difficulties, complex model of evaluation, executive functions, working memory, the multimodal program for pedagogical intervention, training of parents / teachers


Thesis structure: introduction, 3 chapters, general conclusions and recommendations, bibliography out of 240 sources, 14 annexes, 133 pages of basic scientific text, 14 figures, 31 tables. The obtained results are published in 15 scientific papers.

The field of study: psychology, the psychology of the young pupil with ADHD. The purpose of the research is to substantiate theoretically and methodologically, the evaluation complex of the features specific to school-aged children with ADHD and to propose and implement some effective intervention patterns, in order to improve the psycho disorder.

The objectives of the research: to examine the epistemological psychology of the child with ADHD and of the models of assessment and intervention in case of the disorder; to develop a complex evaluation pattern for school-aged children with ADHD; to elaborate, based on the psychological features, a multimodal complex with therapeutic influence; to validate, through experimentation, models that have therapeutic influence on young students with ADHD.

The solved scientific issue consists in streamlining the evaluation and psycho-correction methodology of this syndrome, establishing positive effects from the application of complex models of pedagogical intervention for the psycho-correction of schoolchildren with ADHD.

The scientific novelty and originality of the research. For the first time in the Republic of Moldova, a scientific theoretical and experimental study of ADHD in schoolchildren was conducted; a model of evaluation of children with ADHD was theoretically established and developed; the specific developmental features of the cognitive, motor, emotional and social behaviors in schoolchildren with ADHD have been studied.

The theoretical significance of the research is determined by: the theoretical validation of the models of evaluation and multimodal intervention when ADHD is found in school-children; the enrichment and development of special psychology with new data about ADHD.

The applicatory value of the research consists in the proposal of a complex model of evaluation and the possibility of its broad implementation in health and education system; to include schoolchildren with ADHD in complex models of psycho-correction.

The practical implementation of the results: the results have been applied in the diagnosis and psycho-correction of children with ADHD in lyceums and gymnasiums from Chişinău district; in the work of school psychologists as well as in the training periods for special psychologists and teachers at the Institute of Educational Sciences UPS "Ion Creanga".