Behavioral self regulation strategies in theelementary basic education classroom for studentswith ADHD: a systematic review from an inclusive education perspective
DOI:
https://doi.org/10.63688/j6fsc847Keywords:
ADHD, behavioral self-regulation, inclusive education, pedagogical strategies, executive functionsAbstract
Introduction: Attention-deficit/hyperactivity disorder (ADHD) may generate difficulties in attention, impulse control, organization, and student participation in the classroom. In elementary education, these difficulties require inclusive pedagogical responses aimed at the progressive development of behavioral self-regulation.
Methodology: A qualitative systematic literature review was conducted following the PRISMA 2020 guidelines. Fifteen scientific studies published between 2020 and 2025 were analyzedaccording to previously established inclusion and exclusion criteria. The information was organized into four categories: behavioral self-regulation and executive functions; pedagogical and behavioral strategies; emotional regulation and social skills; and teacher training and inclusive education.
Results: The findings showed that the most recurrent strategies include positive reinforcement, self-monitoring, goal setting, task organization, clear instructions, visual routines, and antecedent- and consequence-based techniques. The importance of strengthening executive functions, emotional regulation, social skills, and teacher training was also identified.
Conclusions: Behavioral self-regulation strategies can support attention, impulse control, participation, and learning in students with ADHD when they are applied in a planned, flexible, and inclusive manner. Their effectiveness depends on adaptation to individual characteristics and systematic teacher support.
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Copyright (c) 2026 Mariana Elena Vique Cevallos, Lissette Carolina Altamirano Villagómez, Sandra Patricia Benavides Marroquín, Gissela Estefanía Pilco Guamán, Emily Nayely Coba Ruiz (Autor/a)
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