Action protocols

1. ASSESSMENT AND DIAGNOSIS
2. TREATMENT:
   -Pharmacological: medical prescription by paediatricians, neurologists and/or child and adolescent psychiatrists.
   -Non-pharmacological: directed by specialists in psychology, psycho-pedagogy, therapeutic pedagogy, speech therapy, special educational needs, social workers, hearing and language, physiotherapy, artistic and musical expression, animal therapists (zootherapy), coaching, mindfulness, etc.
3. TECHNIQUES AND MODELS OF ACTION:
   -Individual, couple or family therapy.
   -Workshops on social skills, assertiveness, reflexivity, self-control.
   -Individual or small group interventions
   -Specific language stimulation classrooms
   -Cognitive-behavioural interventions
   -Behaviour modification
   -Study techniques
   -Stimulation and training of basic psychological processes: attention, memory, lateral thinking, motivation, emotion management.

• Information for parents on developmental disorder.
• School for parents.
• Support groups.
• Individualised attention.
• Specific modelling interventions in natural spaces.
• Guidance and monitoring of each case.

IN THE CLASSROOM:

• Modify the classroom environment.
• Provide structured environments that make learning possible by eliminating unnecessary and distracting objects.
• Establish clear and simple written classroom and behavioural rules.
• Provide a visible and accessible space in the classroom to post information, drawing students’ attention to new developments.
• The need for movement shown by students with neurodevelopmental disorders should be considered as a relevant aspect in the planning of activities and in the use of classroom spaces, being necessary to establish times that allow them to move around.
• Whenever possible, schedules should be adjusted according to the rate of fatigue, school performance or the intake/effect of medication (if on medication).
• Time should be set aside for them to tidy their desk and materials (books, notebooks), telling them how to do it and supervising them until it becomes a habit.
• The location of the pupil will be in a place where distractions are avoided as much as possible, but he/she will not be isolated or separated in a significant way.
• The use of technical and computer media will favour their attention and motivation.

WITH TEACHERS:

• Change the teacher’s attitude.
• Improve their ability to solve problems.
• Take into account that the child does not behave in this way because he/she wants to but because he/she has a disorder of neurological aetiology.
• To ensure and maintain the structure of the classroom, provide ground rules and/or place reminders in the child’s sight (visual cards, poster, poster…).
• Provide brief, simple and clear instructions, through many and varied channels of communication, auditory, visual, manipulative (multisensory).
• Methodological adaptations: place the student in the front row of the classroom, away from windows or elements that may attract their attention, ensure understanding of explanations or instructions to perform the tasks, allow the student to move around the classroom at regular intervals, adapt the time for performing the tasks as well as the amount of tasks, facilitate attentional strategies, prioritise the fundamental objectives, change the timing, simplify the objectives, perform a different assessment, modify the assessment time and the number of questions, exercises or issues.
• Willingness to coordinate through parents and educational and health professionals.
  Training and knowledge in developmental disorders.
• Establishing coping and problem-solving strategies.
• Valuing the diversity of learning styles and promoting the social skills of the pupil.
• Creation of structured and predictable environments (routines, breaks, timetables, agendas…).
• Broadening their knowledge of: behaviour modification techniques, relaxation, contingency contracts, token economy, modelling techniques, role-playing.