Thérapies cognitivo-comportementales et amélioration des conduites sociales Chez les enfants TDAH d’âge scolaire.

Abstract

This dissertation deals with cognitive-behavioral therapies and the improvement of social behavior in school-age ADHD children. Our work questions all the therapies available in the field of care and capable of positively or negatively impacting the way in which children evolve socially and educationally. We were motivated by the need to help these little-known and very often poorly cared for children. This motivation was born during our various internships with children with specific needs. To carry out this work, we initially presented the concepts of cognitive-behavioral and ADHD therapies as well as the different components surrounding them. Therefore, the problem that arose was to determine the impact of cognitive-behavioral therapies (CBT) on social behavior in school-age ADHD children. This problem has generated many questions, including the main question (PQ): Cognitive-behavioral therapies (CBT) improve social behaviors in school-age ADHD children? And specific questions: does the parenting skills training program improve social behaviors in school-age ADHD children? Does applied behavior analysis improve social behavior in school-age ADHD children? Does TEACCH (treatment and education of children with autism or communication disorders) improve social behaviors in school-age ADHD children? To provide tentative solutions to these multiple questions, we used the case study and focused our attention on children aged 6-12. Based on the general hypothesis that cognitive-behavioral therapies improve social behaviors in school-age ADHD children, we developed three research hypotheses, the parenting skills training program; applied behavior analysis; TEACCH (treatment and education of children with autism or communication disorders) improves social behavior in school-age ADHD children. Our results allowed us to reach the conclusion that CBT improves social behavior in school-age ADHD children.