This study reviewed the use of the Strengths and Weaknesses of
Attention-Deficit/Hyperactivity-symptoms and Normal-behaviors (SWAN) rating scale in
diagnostic and evolutive approaches to attention deficit hyperactivity disorder
(ADHD) and in correlational studies of the disorder. A review of articles published
in indexed journals from electronic databases was conducted and 61 articles on the
SWAN scale were analyzed. From these, 27 were selected to a) examine use of SWAN in
research on attention disorders and b) verify evidence of its usefulness in the areas
of genetics, neuropsychology, diagnostics, psychiatric comorbidities, neuroimaging,
pharmacotherapy, and to examine its statistical reliability and validity in studies
of diverse populations. This review of articles indicated a growing use of the SWAN
scale for diagnostic purposes, for therapy, and in research on areas other than ADHD,
especially when compared with other reliable scales. Use of the scale in ADHD
diagnosis requires further statistical testing to define its psychometric
properties.
The language problem in ADHD could be expressed in any age, in different intensity levels, that could bring negative effects in all daily activities and learning process, which depends on the right language acquisition during the child's development. Among the most common comorbidities in ADHD, the abnormalities in language result in greater unsatisfactory evolution and many problems in verbal and nonverbal abilities, and even more in academic life, as a result of losses in reading and writing appropriation.
ADHD is a condition that leads to significant impairments in the most diverse aspects of life from early years to adulthood. Early identification and diagnosis can allow adequate treatment and reduce its negative impact throughout life, especially on social relationships and academic learning. However, diagnosis up to 5 years of age still poses challenges. This work aims to present the state of the art on the theme and offers the possibility of assisting in this process as well as promoting due discussion and updating.
Purpose: Evaluate the auditory and visual components of working memory in 60 students of both genders. The students were divided into two groups: an experimental group (EG) comprising 30 children with Attention Deficit Hyperactivity Disorder (ADHD) and a control group (CG) consisting of 30 children with neither attention deficits nor learning disabilities. The study found that EG exhibited lower performance than CG. A comparison of two types of working memory: auditory and visual indicated that subjects with ADHD performed best in auditory working memory, while CG subjects performed best in visual working memory. It was also noted that the performance of both groups suffered phonologically and semantically analogous interference effects and temporal effects with greater prejudice to the experimental group.
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