<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582025000100231</article-id>
<article-id pub-id-type="doi">10.15359/ree.29-1.18624</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Diseño y validación de un programa de educación emocional para alumnado con trastorno por déficit de atención e hiperactividad]]></article-title>
<article-title xml:lang="en"><![CDATA[Design and Validation of an Emotional Education Program for Students With Attention Deficit Disorder and Hyperactivity]]></article-title>
<article-title xml:lang="pt"><![CDATA[Desenho e validação de um programa de educação emocional para alunos com Transtorno de Déficit de Atenção e Hiperatividade]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabello-Sanz]]></surname>
<given-names><![CDATA[Sandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Benito]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Otero-Mayer]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Educación a Distancia  ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Educación a Distancia  ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de Educación a Distancia  ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>29</volume>
<numero>1</numero>
<fpage>231</fpage>
<lpage>249</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582025000100231&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582025000100231&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582025000100231&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  El objetivo de este trabajo fue el diseño y validación de un programa para la mejora de las competencias emocionales del alumnado con trastorno por déficit de atención e hiperactividad (TDAH).  Método.  Se llevó a cabo una revisión epistemológica y normativa del tema, una revisión sistemática sobre los principales programas que se han desarrollado al respecto, así como la validación por un grupo experto y una prueba piloto con grupo control y experimental.  Resultados.  El programa cuenta con una alta consistencia interna derivada del elevado grado de adecuación de las variables y de la concordancia entre el equipo experto. El análisis de la concordancia entre el equipo experto mediante el coeficiente de Kendall (W = .65) indicó un nivel de acuerdo moderado, mientras que la consistencia interna del formulario, medida con el alfa de Cronbach (&#945; = .77), reflejó una fiabilidad aceptable. El grupo experimental obtuvo puntuaciones en competencias emocionales superiores que el grupo control.  Conclusiones.  Este programa puede ser de utilidad no solo para trabajar las competencias emocionales con el alumnado de primaria, sino que además aporta la robustez de haberse sometido a una evaluación para medir de manera precisa estas competencias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective.  The aim of this work was the design and validation of a Program to improve the emotional competences of students with Attention Deficit Hyperactivity Disorder (ADHD).  Method.  An epistemological and normative review of the subject, a systematic review of the main programs that have been developed in this respect, as well as validation by a group of experts and a pilot test with a control and experimental group were carried out.  Results.  The Program has high internal consistency, derived from the high degree of adequacy of the variables and the concordance between the experts. Analysis of inter-expert agreement using Kendall's coefficient (W = .65) indicated a moderate level of agreement, while the internal consistency of the form, as measured by Cronbach's alpha (&#945; = .77), reflected acceptable reliability. The experimental group obtained higher emotional competence scores than the control group.  Conclusions.  This Program can be useful not only for working on emotional competences with primary school students, but it also provides the robustness of having undergone an assessment to accurately measure these competences.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  O objetivo deste trabalho foi a concepção e validação de um programa para melhorar as habilidades emocionais de alunos com Transtorno de Déficit de Atenção e Hiperatividade (TDAH).  Método.  Foi realizada uma revisão epistemológica e normativa do tema, bem como uma revisão sistemática dos principais programas desenvolvidos a esse respeito, bem como validação por julgamento de especialistas e um teste piloto com um grupo de controle e um grupo experimental.  Resultados.  O Programa possui alta consistência interna derivada do alto grau de adequação das variáveis e da concordância entre os especialistas. A análise da concordância entre peritos utilizando o coeficiente de Kendall (W = 0,65) indicou um nível moderado de concordância, enquanto a consistência interna do formulário, medida pelo alfa de Cronbach (&#945; = 0,77), refletiu uma fiabilidade aceitável. O grupo experimental obteve pontuações mais altas em competências emocionais do que o grupo controle.  Conclusões.  Este programa pode ser útil não só para trabalhar a competência emocional com alunos do 1.º Ciclo, mas também para proporcionar a robustez de ter sido submetido a uma avaliação para medir com precisão essas competências.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje socioemocional]]></kwd>
<kwd lng="es"><![CDATA[equipo experto]]></kwd>
<kwd lng="es"><![CDATA[formación de docentes de primaria]]></kwd>
<kwd lng="es"><![CDATA[relaciones interpersonales]]></kwd>
<kwd lng="es"><![CDATA[TDAH]]></kwd>
<kwd lng="es"><![CDATA[ODS 4]]></kwd>
<kwd lng="es"><![CDATA[Educación de calidad]]></kwd>
<kwd lng="es"><![CDATA[estudiantes con necesidades especiales]]></kwd>
<kwd lng="es"><![CDATA[calidad escolar]]></kwd>
<kwd lng="es"><![CDATA[habilidades de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[pedagogía inclusiva]]></kwd>
<kwd lng="en"><![CDATA[Socio-emotional learning]]></kwd>
<kwd lng="en"><![CDATA[primary teacher education]]></kwd>
<kwd lng="en"><![CDATA[experts]]></kwd>
<kwd lng="en"><![CDATA[interpersonal relationships]]></kwd>
<kwd lng="en"><![CDATA[ADHD]]></kwd>
<kwd lng="en"><![CDATA[SDG 4]]></kwd>
<kwd lng="en"><![CDATA[Quality education]]></kwd>
<kwd lng="en"><![CDATA[special needs students]]></kwd>
<kwd lng="en"><![CDATA[school quality]]></kwd>
<kwd lng="en"><![CDATA[learning skills]]></kwd>
<kwd lng="en"><![CDATA[inclusive pedagogy]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem socio-emocional]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores primários]]></kwd>
<kwd lng="pt"><![CDATA[especialistas]]></kwd>
<kwd lng="pt"><![CDATA[relações interpessoais]]></kwd>
<kwd lng="pt"><![CDATA[TDAH]]></kwd>
<kwd lng="pt"><![CDATA[ODS 4]]></kwd>
<kwd lng="pt"><![CDATA[Educação de qualidade]]></kwd>
<kwd lng="pt"><![CDATA[alunos com necessidades especiais]]></kwd>
<kwd lng="pt"><![CDATA[qualidade da escola]]></kwd>
<kwd lng="pt"><![CDATA[habilidades de aprendizado]]></kwd>
<kwd lng="pt"><![CDATA[pedagogia inclusiva]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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