Introduction: A very important condition of academic performance is attention deficit, isolated or associated with hyperactivity or impulsivity, in short, ADHD. In practice and on the other hand, this disorder poses difficulties in learning for students, and also problems for their teachers, as a result of disruptive behaviours derived from their low capacity for self-control. The criteria established by the DSM-5 are one of the most accepted procedures for diagnosis, distinguishing three presentations: inattentive (ADHD-I), hyperactive-impulsive (ADHD-HI) and combined (ADHD-C). Methods: This symposium mentions the diversity of methodologies of the symposium communications, highlighting their common aspects and differences that enrich the final result. Results: However, the profound scientific advances in the subject, make us reconsider this conceptualization, and lead us to study new, objective and more reliable diagnostic methods, and therefore an integral intervention, attending to the diagnostic characteristics of each case. Studies are presented based on virtual reality, the satisfaction of children with ADHD, attitudes and knowledge of education professionals or sleep problems in ADHD. Discussion: This symposium aims to exemplify these ideas with studies that comprehensively cover the topic within the thematic area of Neuropsychology of Learning.

Reader in the area of Developmental and Educational Psychology (Department of Psychology) at the University of Oviedo. Member of the research group on School Learning, Difficulties and Academic Performance (ADIR). He is currently the Dean of the Faculty of Teacher Training and Education and of the University of Oviedo. He completed his doctoral thesis on ADHD and Learning Difficulties as well as different stays at Trinity College Dublin, Toronto (Canada) and the Irish Institute of Neuroscience, University of Cologne (Germany), University of Porto (Portugal) or North Carolina State University (United Stated). He has published over 120 articles in scientific journals and book chapters on ADHD and associated Learning Disabilities. He has participated in several national and international conferences and has given various lectures and courses, both national and international, on ADHD and Learning Disabilities, as well as teaching in different postgraduate degrees. He has participated in research projects funded by the Ministry of Education, the Principality and the University and he is Director of scientific journals such as Aula Abierta, Magister or Revista Electrónica de Dificultades de Aprendizaje. He belongs to the Editorial Committee of the journal Psicothema, is associate director of PLOS ONE and belongs to the Learning Disabilities Worldwide association in Boston USA, as well as being a member of the IARLD (International Association in Research of Learning Disabilities) in the USA, and the EARLI (European Association Research in Learning and Instruction).