The attention of 4th Grade Basic Education Students with behavioral affective disorders

Abstract

Introduction: This study investigates the implementation of effective pedagogical practices for fourth-year elementary school students with behavioral affective disorders. It analyzes the challenges these students face within the educational system and explores opportunities to improve their integration and academic performance. Materials and methods: Using a mixed methodological approach, this work focuses on identifying the barriers and facilitators that impact the educational environment of these students. It also evaluates the pedagogical strategies in use, with the aim of proposing improvements that are supported by scientific evidence. This detailed analysis seeks to contribute to the creation of a more inclusive and effective educational environment that responds to the specific needs of students with behavioral affective disorders, thus fostering a better educational experience and greater opportunities for academic success. Results: The implementation of the Individualized Intervention Plan proved to be crucial in addressing the specific needs of each student. The customization of educational and therapeutic strategies resulted in significant improvements in the behavioral management and academic performance of students. Discussion: Collaboration between educators, psychologists, therapists, and families has been fundamental. This integrated approach has facilitated a more coherent and effective supportive environment, crucial to the success of the intervention program. Conclusions: The integration of mindfulness and CBT into intervention strategies has significantly improved students' emotional regulation and behavioral response. These techniques have helped students develop self-management skills that are essential for their long-term success.