2026-05-21T14:45:45Zhttps://uvadoc.uva.es/oai/requestoai:uvadoc.uva.es:10324/592362025-02-18T08:13:58Zcom_10324_38col_10324_787
UVaDOC
advisor
Cañibano Martínez, Sandra
author
Pérez Busnadiego, Clara
editor
Universidad de Valladolid. Facultad de Filosofía y Letras
2023-04-20T10:23:52Z
2023-04-20T10:23:52Z
2022
https://uvadoc.uva.es/handle/10324/59236
Social skills are a fundamental part of the successful development of adolescents. Yet, the diverse circumstances within the classroom context, may provoke that social relationships are not always positive. In the case of the students diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD), it is frequent that they have poor-developed social skills due to the symptomatology they present. Regarding the combined type, the inattention, impulsivity, and hyperactivity of these students often cause their inadequate integration within the classroom, resulting in rejection by the rest of the group. These constraints need to be attached in the secondary education setting, including the foreign language classrooms. Contemporary active methodologies such as Communicative Language Teaching, Cooperative Learning, and Gamification endorse features that contribute to the addressing of ADHD necessities’ when establishing interpersonal relationships. Therefore, throughout this dissertation, it is proposed an educational breakout to enhance and improve the social skills of ADHD students through cooperative participation in the English classroom.
eng
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Buckingheist. Addressing ADHD's Social Skills in the EFL Classroom through the BreakoutEdu
info:eu-repo/semantics/masterThesis
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URL
https://uvadoc.uva.es/bitstream/10324/59236/1/TFM_F_2022_039.pdf
File
MD5
1b311ff91c9c5d4c4bb80e8692bbd80f
3524128
application/pdf
TFM_F_2022_039.pdf