PSYCHOPEDAGOGICAL INTERVENTION IN THE DEVELOPMENT OF EXECUTIVE FUNCTIONS AND ATTENTION IN A CHILD WITH UNSPECIFIED HYPERKINETIC DISORDER: A CASE STUDY

Abstract

This study analyzes the contributions of psychopedagogical interventions to the development of executive functions, attention, and school autonomy in a child diagnosed with Unspecified Hyperkinetic Disorder (ICD-10: F90.9), enrolled in early childhood education at a public school in the municipality of Aquiraz, Ceará, Brazil. The research adopted a qualitative, descriptive approach and was conducted as a case study during a supervised internship in Psychopedagogy. Data were collected through systematic observation, field notes, interviews with family members, analysis of pedagogical documents, and the implementation of ten psychopedagogical intervention sessions in a Multifunctional Resource Room. The interventions included play-based activities, educational games, positive reinforcement strategies, visual routine organization, affective mediation, and the gradual promotion of autonomy. The findings revealed improvements in the child's engagement in school activities, participation in group situations, organization of actions, self-esteem, and reduced resistance to written tasks. Although difficulties related to sustained attention and working memory persisted, the results indicate that psychopedagogical practice, grounded in inclusive and mediated approaches, contributed significantly to strengthening executive functions and expanding the child's learning opportunities. It is concluded that individualized interventions, developed through collaboration among the school, family, and specialized professionals, constitute an important strategy for promoting the holistic development of children with attentional difficulties in inclusive educational settings.