ResumoEstudos de prevalência de Transtornos de Aprendizagem (TA) em crianças e adolescentes com TDAH apresentam resultados não conclusivos, apesar da frequente comorbidade entre as síndromes. Esse artigo descreve e analisa a prevalência de TA em uma amostra referida de 270 crianças e adolescentes com TDAH atendidas no Programa de Transtornos de Défi cit de Atenção/Hiperatividade/Hospital de Clínicas de Porto Alegre -Universidade Federal do Rio Grande do Sul (ProDAH/HCPA-UFRGS), de acordo com os critérios diagnósticos do Manual Diagnóstico e Estatístico de Transtornos Mentais IV -versão revisada (DSM-IV-TR). Verifi cou-se que 46,7% dos estudantes apresentam, pelo menos, um TA, sendo o Transtorno da Expressão Escrita o mais frequente (32,6%). Discutiu-se o potencial impacto das mudanças nos critérios diagnósticos para os TA, propostas pelo DSM-5 na prevalência desses transtornos. Embora seja possível afi rmar que ocorrerão alterações nas taxas de prevalência de TA, o impacto do DSM-5 sobre a prevalência, especifi cidade e comorbidade do TA permanece incerto, já que há mudanças que ampliarão a abrangência dos critérios de inclusão e outras que a reduzirão. Palavras-chave: TDAH, transtornos de aprendizagem, comorbidade, diagnóstico, DSM-5. AbstractPrevalence studies on learning disabilities (LD) in children and adolescents with Attention Defi cit and Hyperactivity Disorder (ADHD) show inconclusive results, despite the frequent comorbidity between these syndromes. This article describes and analyzes the prevalence of LD in a referred sample of 270 children and adolescents with ADHD treated at Disorders Program of Attention Defi cit / Hyperactivity / Hospital de Clínicas de Porto Alegre -Federal University of Rio Grande do Sul (PRODAH/HCPA-UFRGS), according to the diagnostic criteria of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR). The prevalence of LD among the sample was of 46.7%. In that group, the most common LD was the Written Expression Disorder (32.6%). The impact of the changes in the diagnostic criteria for LD proposed by the DSM-5 in the prevalence of these disorders is discussed. Although changes will occur in the rates of LD prevalence, the impact of the DSM-5 on the prevalence, specifi city and comorbidity of LD remains uncertain, as there are some proposed changes that will broaden the scope of the criteria and others that will reduce it.
This study compared the effects of two metacognitive interventions on writing, working memory (WM), and behavioral symptoms of students with attention-deficit/hyperactivity disorder (ADHD). The disorder was clinically diagnosed by a multidisciplinary team according to DSM-IV criteria. The first approach consisted of a combined intervention in text production and WM while the second focused only on WM. Participants were 47 students from the fifth to ninth grades of two public elementary schools in Porto Alegre (Brazil), randomized to one of the two interventions groups. Writing and WM were assessed before, immediately after, and 3 months after the interventions. The results suggest that both interventions contributed to improving behavior and school performance, whereas only the combined intervention increased the overall quality of narrative text, organization of paragraphs, and denouement.
This study compared the effects of a combined intervention of working memory (WM) and arithmetic reasoning (AR) vs WM intervention alone on the arithmetic reasoning performance of students with ADHD. Third-and fourth-grade elementary school students (n = 46) completed measures for AR, mathematical calculations, and WM. Participants were randomised using a minimisation approach taking age and IQ as variables of interest and assigned to one of the two groups: Combined Intervention (CI, n = 24) and Working Memory Intervention (WMI, n = 22). The results using GEE analysis indicated a significant group × time interaction (Waldχ 2 = 6.414; gl = 2; p = 0.04) in AR performance in the immediate post-test. CI students showed significantly better performance on AR than WMI students immediately after intervention (p B = 0.042). There was an effect of time on mathematical calculations in the post-test (Waldχ 2 = 48.305; gl = 2; p < 0.001). Despite the fact that the results for AR were not maintained in the deferred post-test, a combined intervention of WM and AR seems to be more efficient in improving arithmetic reasoning in ADHD students than a WM intervention alone. Nevertheless, this is not the case with other mathematical issues, such as calculation, where there was no significant difference between groups, but the effects had been maintained in the deferred post-test for both.
ResumoEsta pesquisa investigou a relação entre a competência cognitiva e o desempenho na resolução de problemas com equações algébricas do 1º grau. 38 indivíduos, de 12 a 15 anos, do 8º ano de uma escola pública de Porto Alegre, foram agrupados em dois grupos, alto e baixo nível de competência cognitiva, utilizando-se o WASI. Estes estudantes realizaram a Tarefa de Resolução de Problemas com Equações Algébricas do 1º Grau (TRPEA) para verificarmos a existência de relação entre a competência cognitiva e a resolução de problemas, bem como as diferenças de desempenho entre os grupos. Encontrou-se correlação significativa (p<0,001) entre o WASI e a TRPEA e diferença significativa (p<0,001) entre os dois grupos quanto ao desempenho na TRPEA. Os resultados obtidos confirmam achados anteriores, evidenciando a relação entre a competência cognitiva e o desempenho na resolução de problemas com equações algébricas do 1º grau. Implicações para o ensino escolar são discutidas. Palavras-chave: Competência Cognitiva. Resolução de Problemas. Equações Algébricas do 1º Grau. AbstractThis investigation explored the relationship between cognitive competence and performance in solving problems with 1st degree algebraic equations. Thirty-eight students, aged 12 to 15, attending the 8th year of primary education in a public school in Porto Alegre, were divided into two groups, according to high or low cognitive competence level, using WASI -Whimbey Analytical Skills Inventory. These students accomplished the Problem Solving 1st Degree Algebraic Equations Task (PSAET) sothe authors could inquire about the existence of connection between cognitive competence and problem solving, as well as to check differences in group performances. The results obtained were: significant correlation (p<0,001) between WASI and PSAET and
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