The role of ergonomics in improving praxis as part of speech therapy treatment for school-aged children with attention deficit hyperactivity disorder (ADHD)

Received: 13/01/2025 - Accepted: 30/11/2025 - Published: 30/06/2026

Abstract

The primary objective of neuropsychological rehabilitation is to enhance the psychological functioning of individuals who have experienced neurological injuries or disorders. requiring a distinction between improving impaired psychological processes and optimizing the overall circumstances surrounding the individual's condition. This differentiation is crucial, as it underscores the comprehensive nature of neuropsychological rehabilitation, encompassing a spectrum of goals from the simplest to the most complex.

To ensure effective care for individuals with neurological disorders, a comprehensive assessment must be conducted, considering all aspects of their lives and identifying opportunities to apply learned skills within the therapeutic process. Therefore, the fundamental aim of neuropsychological rehabilitation extends beyond addressing cognitive deficits; it also involves mitigating the disabilities that these deficits may introduce into daily life, for example educational challenges.

These aspects are part of the requirements for speech and language therapy interventions aimed at improving apraxia in individuals with ADHD, which can significantly impede a child's academic progress. To facilitate the success of these interventions, the school environment must be adapted to accommodate the specific needs of these students. This can be achieved through a multi-faceted approach involving various strategies and the collaboration of different disciplines, most notably educational psychology. A particular focus should be placed on cognitive ergonomics and design.

In this paper, we will examine the essential requirements for creating a school environment that can effectively support the educational needs of all students, with ADHD