La mesure des capacités temporelles chez des élèves ayant un trouble déficitaire de l’attention avec hyperactivité

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is characterized by a symptomatic triad: inattention, hyperactivity and impulsivity. Students with ADHD are scattered, hypersensitive to distracting external or internal stimuli. Several disorders can be associated with ADHD, such as the temporal deficit on which our research focused. The temporal processes necessary for good temporal perception are deficient in some students with ADHD. We note that this is not taken into account, much less measured, in the teaching/learning process. Because they are subject to the same system, the same rhythm and the same learning conditions as the others. Taking charge of temporal processes requires an organization of the flow of time that will allow the student to become aware of the flow of time. This is done through the use of adapted clocks with an integrated visual timer such as < Timer > clocks. Based on these findings, we decided to measure temporal abilities in ADHD and normal students between 9 and 12 years old, consisting of 4 tests (production, estimation, reproduction and comparison of durations). To do this, the general objective is to analyze the system set up to measure the perception of duration in ADHD students. To achieve this, the study opted for a purely qualitative research method whose sampling was based on a case study conducted with three teachers (03) responsible for students at the CNRPH and the assessment was administered to nine (09) students divided as follows: ADHD Group (05), Control Group (04) students. To collect this data, the study opted for semi-directive interviews with teachers and experimentation with students. The data analysis method was based on a thematic analysis of content. The results show a significant difference between the two groups in all tests. This clearly proves the existence of the temporal deficit present in ADHD students. Indeed, these results can be explained on the one hand by the duration of the assessment which is long on the other hand by the fact that the students are not subjected to drug treatment. Methylphenidate blocks the reuptake of two neurotransmitters dopamine, noradrenaline and allows the improvement of attentional capacities, to reduce hyperactivity and impulsivity. Which makes the student able to concentrate and better control himself. It will then be interesting to reduce the duration of the assessment, increase the students' break times, make them pass concentration exercises. A difference at the behavioral level was noted between the groups.