Neuromitos del TDAH en la educación: Revisión crítica y refutaciones factuales
DOI:
https://doi.org/10.32870/dse.v0i32.1599Resumen
El artículo examina los neuromitos asociados con el Trastorno por Déficit de Atención e Hiperactividad (TDAH) en el contexto educativo y presenta evidencias científicas que refutan estas falsas creencias. A través de una revisión exhaustiva de la literatura se identificaron y analizaron neuromitos específicos relacionados con el TDAH, como la creencia de que desaparece con la edad o que todos los niños con TDAH son hiperactivos. Se sintetizaron los hallazgos para proporcionar recomendaciones prácticas dirigidas a educadores y profesionales del campo. El artículo subraya la necesidad de desmentir estos neuromitos para mejorar las prácticas pedagógicas y destaca la importancia de que los profesionales publiquen y difundan información basada en evidencias. El estudio ofrece un enfoque actualizado para abordar el impacto de los neuromitos en el manejo del TDAH en entornos educativos, promoviendo una comprensión más precisa y eficaz del trastorno.Descargas
Citas
Albo-Canals, J.; A. Martelo; E. Relkin; D. Hannon; M. Heerink; M. Heinemann; K. Leidl; M. Bers (2018). A Pilot Study of the KIBO Robot in Children with Severe ASD. International Journal of Social Robotics, 10, 371-383. https://www.researchgate.net/publication/325205184_A_Pilot_Study_of_the_KIBO_Robot_in_Children_with_Severe_ASD
Ali, S.; M. Lifshitz; A. Raz (2014). Empirical Neuroenchantment: from Reading Minds to Thinking Critically. Frontiers in Human Neuroscience, 8. https://doi.org/10.3389/fnhum.2014.00357
American Psychiatric Association (APA) (1994). Diagnostic and Statistical Manual of Mental Disorders, (4th Edition). USA: American Psychiatric Association.
American Psychiatric Association (APA) (2013). Diagnostic and Statistical Manual of Mental Disorders, (5th Edition). USA: American Psychiatric Association.
Anderson, D.; S. Watt; W. Noble; D. Shanley. (2012). Knowledge of Attention Deficit Hyperactivity Disorder (ADHD) and Attitudes toward Teaching Children with ADHD: The Role of Teaching Experience. Psychology in the Schools, 49(6), 511-525. https://doi.org/10.1002/pits.21617
Armstrong-Gallegos, S.; J. Van Herwegen; V. Ipinza (2023). Neuromyths about Neurodevelopmental Disorders in Chilean Teachers. Trends in Neuroscience and Education, 33, 100218. 10.1016/j.tine.2023.100218
Bakermans-Kranenburg, M.; M. Van Ijzendoorn. (2015). The Hidden Efficacy of Interventions: Gene× Environment Experiments from a Differential Susceptibility Perspective. Annual Review of Psychology, 66(1), 381-409. https://doi.org/10.1146/annurev-psych-010814-015407
Barkley, R. (1997). ADHD and the Nature of Self-Control. USA: Guilford press.
Barkley, R. (2006). Attention-deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment, (3rd ed.). USA: Guilford Press.
Barkley, R. (2014). Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment (4th ed.). USA: Guilford Press.
Barkley, R. (2017) Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment (4th ed.). USA: Guilford Press.
Becker, S. (2021). Systematic Review: Assessment of Sluggish Cognitive Tempo over the Past Decade. Journal of the American Academy of Child & Adolescent Psychiatry, 60(6), 690-709. 10.1016/j.jaac.2020.10.016
Bei, E.; D. Argiropoulos; J. Van Herwegen; O. Incognito; L. Menichetti; C. Tarchi; C. Pecini (2023). Neuromyths: Misconceptions about Neurodevelopment by Italian Teachers. Trends in Neuroscience and Education. 10.1016/j.tine.2023.100219
Blanchette, J.; M. Riopel; S. Masson (2019). Neuromyths and Their Origin among Teachers in Quebec. Mind, Brain, and Education, 13(2), 100-109. https://doi.org/10.1111/mbe.12193
Bossavit, B.; S. Parsons (2017). From Start to Finish: Teenagers on the Autism Spectrum Developing Their Own Collaborative Game. Journal of Enabling Technologies, 11(2), 31-42. https://academica-e.unavarra.es/server/api/core/bitstreams/c9fd346d-ce0d-4580-a302-71f53e6a4e85/content
DeJong, M. (2010). Some Reflections on the Use of Psychiatric Diagnosis in the Looked After or “in Care” Child Population. Clinical Child Psychology and Psychiatry, 15(4), 589-599. https://doi.org/10.1177/135910451037770
Efron, D.; H. Bryson; K. Lycett; E. Sciberras (2016). Children Referred for Evaluation for ADHD: Comorbidity Profiles and Characteristics Associated with a Positive Diagnosis. Child: Care, Health and Development, 42(5), 718-724. https://doi.org/10.1111/cch.12364
Ersche, K.; A. Turton; S. Chamberlain; U. Müller; E. Bullmore; T. Robbins (2012). Cognitive Dysfunction and Anxious-Impulsive Personality Traits Are Endophenotypes for Drug Dependence. American Journal of Psychiatry, 169(9), 926-936. https://doi.org/10.1176/appi.ajp.2012.1109142
Farsad-Naeimi, A.; F. Asjodi; M. Omidian; M. Askari; M. Nouri; A. Pizarro; E. Daneshzad (2020). Sugar Consumption, Sugar Sweetened Beverages and Attention Deficit Hyperactivity Disorder: A Systematic Review and Meta-analysis. Complementary Therapies in Medicine, 53. 10.1016/j.ctim.2020.102512
Gentaz, É. (2022). Les neurosciences à l'école: leur véritable apport. France: Odile Jacob.
Gini, S.; V. Knowland; M. Thomas; J. Van Herwegen (2021). Neuromyths about neurodevelopmental Disorders: Misconceptions by Educators and the General Public. Mind, Brain, and Education, 15(4), 289-298. https://doi.org/10.1111/mbe.12303
Goswami, U. (2008). Principles of Learning, Implications for Teaching? Cognitive Neuroscience and the Classroom. In Della, S.; M. Anderson (eds.). Neuroscience in Education: The Good, The Bad and The Ugly. UK: Oxford University Press 47-57. https://www.researchgate.net/publication/283721127_Principles_of_learning_implications_for_teaching_Cognitive_neuroscience_and_the_classroom
Gros, H.; K. Gvozdic; E. Sander; C. Scheibling-Sève (2018). Les neurosciences en éducation. France: Retz.
Habib, M. (2018). La Constellation des DYS. Bases neurologiques de l'apprentissage et de ses troubles. Belgique: De Boeck Supérieur.
Hacker, C. (2023). Neuro Mythbusters: The Truth behind 10 Common Myths about your Brain. Penn NeuroKnow. https://pennneuroknow.com/2023/09/05/neuro-mythbusters-the-truth-behind-10-common-myths-about-your-brain/
Handler, S.; W. Fierson (2017). Reading Difficulties and the Pediatric Ophthalmologist. Journal of AAPOS, 21(6), 436-442. 10.1016/j.jaapos.2017.09.001
Hughes, B.; K Sullivan; L. Gilmore (2021). Neuromyths about Learning: Future Directions from a Critical Review of a Decade of Research in School Education. Prospects, 52, 189-207. https://doi.org/10.1007/s11125-021-09567-5
John, R.; F. Knott; K. Harvey (2018). Myths about Autism: An Exploratory Study Using Focus Groups. Autism, 22(7), 845-854. https://doi.org/10.1177/1362361317714990
Kaplan, B.; S. Crawford; D. Dewey; G. Fisher (2000). The IQs of Children with ADHD Are Normally Distributed. Journal of Learning Disabilities, 33(5), 425-432. https://doi.org/10.1177/002221940003300
Leffa, D.; A. Caye; L. Rohde (2022). ADHD in Children and Adults: Diagnosis and Prognosis. New Discoveries in the Behavioral Neuroscience of Attention-Deficit Hyperactivity Disorder, 1-18. https://doi.org/10.1007/7854_2022_329
Lethaby, C.; P. Harries (2016). Learning Styles and Teacher Training: Are We Perpetuating Neuromyths? Elt Journal, 70(1), 16-27. Https://Doi.Org/10.1093/Elt/Ccv051
Macdonald, K.; L. Germine; A. Anderson; J. Christodoulou; L. McGrath (2017). Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.01314
McClure, S.; D. Laibson; G. Loewenstein; J. Cohen (2004). Separate Neural Systems Value Immediate and Delayed Monetary Rewards. Science, 306(5695), 503-507. 10.1126/science.1100907
Mirkovic, B.; A. Chagraoui; P. Gerardin; D. Cohen (2020). Epigenetics and Attention-Deficit/Hyperactivity Disorder: New Perspectives? Frontiers in Psychiatry, 11. https://doi.org/10.3389/fpsyt.2020.00579
Munoz, R.; T. Barcelos; R. Villarroel; I. Silveira (2016, June). Game Design Workshop to Develop Computational Thinking Skills in Teenagers with Autism Spectrum Disorders. 2016 11th Iberian Conference on Information Systems and Technologies (CISTI). España: IEEE, 1-4. 10.1109/CISTI.2016.7521416
Newton, P.; M. Miah (2017). Evidence-based Higher Education–Is the Learning Styles ‘Myth’ Important? Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00444
Newton, P.; A. Salvi (2020). How Common Is Belief in the Learning Styles Neuromyth, and Does It Matter? A Pragmatic Systematic Review. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.602451
OCDE (2002). Comprendre le cerveau: Vers une nouvelle science de l’apprentissage. Éditions OCDE.
Oswald, C.; L. Paleczek; K. Maitz; M. Husny; B. Gasteiger-Klicpera (2023). Fostering Computational Thinking and Social-Emotional Skills in Children with ADHD and/or ASD: A Scoping Review. Review Journal of Autism and Developmental Disorders, 1-20. https://d-nb.info/1299668658/34
Papadatou-Pastou, M.; M. Gritzali; A. Barrable (2018, November). The Learning Styles Educational Neuromyth: Lack of Agreement between Teachers' Judgments, Self-Assessment, and Students' Intelligence. Frontiers in Education, 3. https://doi.org/10.3389/feduc.2018.00105
Papadatou-Pastou, M.; A. Touloumakos; C. Koutouveli; A.Barrable (2021). The Learning Styles Neuromyth: When the Same Term Means Different Things to Different Teachers. European Journal of Psychology of Education, 36, 511-531. https://link.springer.com/article/10.1007/s10212-020-00485-2
Posner, M.; M. Rothbart; B. Sheese; P. Voelker (2014). Developing Attention: Behavioral and Brain Mechanisms. Advances in Neuroscience. https://doi.org/10.1155/2014/405094
Quillen, T. (1995). Mitos y realidades sobre el trastorno por déficit de atención. Nursing, 25(7), 27-30.
Rajcumar, N.; S. Paruk (2004). Knowledge and Misconceptions of parents of Children with Attention-Deficit Hyperactivity Disorder at a Hospital in South Africa. South African Family Practice, 46(4), 16-19. https://www.ajol.info/index.php/safp/article/view/234813
Ryan, S. (2022). Early Markers of Dyslexia: Fostering a Synergistic Partnership Between Cognitive Neuroscientists and Educators to Dispel Neuromyths and Expand Expertise. Doctoral dissertation. USA: Judson University.
Salari, N.; H. Ghasemi; N. Abdoli; A. Rahmani; M. Shiri; A. Hashemian; H. Akabir; M. Mohammadi (2023). The Global Prevalence of ADHD in Children and Adolescents: A Systematic Review and Meta-Analysis. Italian Journal of Pediatrics, (49), 48. https://www.researchgate.net/publication/370155471_The_global_prevalence_of_ADHD_in_children_and_adolescents_a_systematic_review_and_meta-analysis
Schwean, V.; M. Parkinson; G. Francis; F. Lee (1993). Educating the ADHD Child: Debunking the Myths. Canadian Journal of School Psychology, 9(1), 37-52. https://doi.org/10.1177/082957358500900105
Sciutto, M. (2013). ADHD Knowledge, Misconceptions, and Treatment Acceptability. Journal of Attention Disorders, 19(2), 91-98. https://doi.org/10.1177/1087054713493316
Smith, C.; H. Seitz (2019). Correcting Misinformation about Neuroscience Via Social Media. Science Communication, 41(6), 790-819. https://doi.org/10.1177/1075547019890073
Soares, W.; D. de Souza (2022). Sobredotación y TDAH: una revisión sistemática de la literatura. Revista de Psicología (PUCP), 40(2), 1175-1211. https://doi.org/10.18800/psico.202202.019
Sohlberg, M.; C. Mateer (1987). Effectiveness of an Attention-Training Program. Journal of Clinical and Experimental Neuropsychology, 9(2), 117-130. https://doi.org/10.1080/01688638708405352
Swanepoel, A.; G. Music; J. Launer; M. Reiss (2017). How Evolutionary Thinking Can Help Us to Understand ADHD. BJPsych Advances, 23(6), 410-418. https://www.cambridge.org/core/services/aop-cambridge-core/content/view/A4BBE292EB44B2230294367A4ACB3F88/S2056467800003054a.pdf/how-evolutionary-thinking-can-help-us-to-understand-adhd.pdf
Torrijos-Muelas, M.; S. González-Víllora; A. Bodoque-Osma (2021). The Persistence of Neuromyths in the Educational Settings: A Systematic Review. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.591923
Tual, M.; G. Blondelle; C. Bailleul; A. Schmitt; M. Hainselin (2024). Comment passer de la diffusion des neuromythes à l’adoption de pratiques fondées sur des données probantes en éducation? Psychologie Française.
Van Dijk, W.; H. Lane (2020). The Brain and the US Education System: Perpetuation of Neuromyths. Exceptionality, 28(1), 110-126. https://doi.org/10.1080/09362835.2018.1480954
Van Herwegen, J.; M. Thomas; C. Marshall; R. Gordon (2022). Neuromyths about Special Educational Needs: What Should Teachers Know. Impact, 16. https://my.chartered.college/impact_article/neuromyths-about-special-educational-needs-what-should-teachers-know/
Van Herwegen, J.; L. Outhwaite; E. Herbert (2024). Neuromyths about Dyscalculia and Dyslexia among Educators in the UK. British Journal of Special Education. https://doi.org/10.1111/1467-8578.12516
Villain, N. (2020). Ultracrépidarianisme, biais cognitifs et Covid-19. Revue de Neuropsychologie, 12(2), 216-217. https://www.researchgate.net/publication/344250193_Ultracrepidarianism_cognitive_biases_and_COVID-19
Washburn, E.; E. Binks-Cantrell; R. Joshi (2014). What do Preservice Teachers from the USA and the UK Know about Dyslexia? Dyslexia, 20(1), 1-18. https://doi.org/10.1002/dys.1466
West, J.; M. Taylor; S. Houghton; S. Hudyma (2005). A Comparison of Teachers’ and Parents’ Knowledge and Beliefs about Attention-Deficit/Hyperactivity Disorder (ADHD). School Psychology International, 26(2), 192-208. https://doi.org/10.1177/0143034305052913
Worthy, J.; V. Godfrey; S. Tily; A. Daly-Lesch; C. Salmerón (2019). Simple Answers and Quick Fixes: Dyslexia and the Brain on the Internet. Literacy Research: Theory, Method, and Practice, 68(1), 314-333. https://doi.org/10.1177/2381336919870265
Zimmerman, M. (2003). Attention-Deficit Hyperactivity Disorders. The Nursing Clinics of North America, 38(1), 55-66. 10.1016/S0029-6465(02)00065-8
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2025 Universidad de Guadalajara
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
Una vez que los manuscritos son aceptados por los evaluadores para ser publicados, los autores deberán de suscribir una carta de cesión de derechos en favor de la Universidad de Guadalajara para la edición, publicación y difusión de su obra. Ya que sea notificada la publicación de su manuscrito, el editor de la revista le enviará un correo electrónico con el formato de la carta de cesión de derechos.
