It is crucial for families and professionals to promote basic instrumental skills in children with autism, as these skills can help with comprehensive growth and development, and are a starting point in acquiring the essential tools needed for one to live an independent and successful life. These skills include oral language, reading, writing, and mathematics. Therefore, given that ICT and mobile applications (apps) are effective tools that offer suitable content, and are designed exclusively for people with this disorder, working on these skills with apps is an interesting option that is worthy of our attention. We analyzed 88 apps that focused on these skills, through a duly validated system of indicators, calculating frequencies, percentages, measures of central tendency and dispersion, and non-parametric contrast statistics. The app search was carried out in the Google Play Store, with the keyword “autism”, in English and in Spanish. Most of the apps focused on aspects linked to oral language and reading, but few were aimed at reading and mathematics. In addition to the apps’ lack of specialization in the last two skills, the vast majority did not specify the age group for which their content was intended.

The active participation of teachers in the process of diagnosis and intervention of Attention-Deficit/Hyperactivity Disorder (ADHD) is relevant to helping mitigate future problems in children with ADHD. In training programmes, teachers usually implement strategies to improve the child’s functioning after participating in an ADHD management-training programme. However, they receive little psycho-educational training and coaching and have low-to-moderate levels of knowledge of the disorder, mostly in terms of training in classroom management strategies. This study analyses the effectiveness of training in increasing knowledge and perceived self-efficacy with regard to ADHD in 40 primary school teachers. Twenty of these teachers participated in a long-term psycho-educational training programme on the management of ADHD (intervention multimodal group), while the other 20 did not (control group). The results of the post-treatment phase revealed statistically significant differences between the two groups of teachers with regard to their knowledge (Z = −5.427; p = 0.000; d = 0.89) and perceived self-efficacy (Z = −5.150; p = 0.000; d = 0.79), in favour of the participants who had received training. Our findings have important implications for the design of training programmes for teachers in the management of ADHD in the classroom.

This study analyzes the differential efficacy of a multimodal versus pharmacological intervention in isolation to improve the social climate (school and family) and the performance in mathematics of a sample of 20 children with ADHD aged 7 to 9 years. The multimodal intervention was based on a training program for 20 parents and 20 teachers in the management of ADHD during a school year, in combination with stimulant medication. The results evidenced the superiority of the multimodal intervention compared to the isolated pharmacological intervention to improve various variables of the family climate (Cohesion; Expressiveness; Autonomy and Control), of the school climate (Help; Tasks; Competitiveness; Organization, Clarity and Control), as well as their academic performance in the curricular area of mathematics. Our findings support the need to intervene in the significant contexts in which children with ADHD develop in order to improve their quality of life.

The group analyses indicated that both treatments were effective, without significant differences between them. Individualized clinical analyses indicated that higher percentages of improvement and normalization were obtained in the children in the combined group than in the drug only group. Our findings point to the desirability of implementing long-lasting multimodal, multicontextual interventions for ADHD in childhood.

This study reports the findings of an investigation on teachers’ perception of self-efficacy with regard to working on skills related to resilience in their pupils. Specifically, teachers were asked the following question: “To what extent do you feel prepared to foster the development of resilience skills in your pupils?”. The specific aim of this chapter therefore is to summarise the levels of self-efficacy perceived in relation to teacher’s work on resilience. First, we outline an approach to the concept of self-efficacy within the school context and then present the results of the interview conducted with the sample of participating teachers. The research method was based on the use of a qualitative survey technique. The qualitative analysis of the responses allowed us to establish four categories regarding teachers’ perceived level of self-efficacy: perception of high self-efficacy, perception of low self-efficacy, doubts about their self-efficacy and unspecified perception of self-efficacy. The implications at the educational level of the established categorization will be analysed to clarify the relationship between resilience and teachers’ perceived self-efficacy and to address its work in the classroom