Metacognitive interventions in text production and working memory in students with ADHD

Abstract

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.

Practical Interventions to Improve Domain-Specific Social, Emotional, or Academic Outcomes for Twice-Exceptional Individuals (2e)

“…The study by Antshel et al (2007) showed the strength that was consistent with Tao & Shi's (2018) implementation of multiple verification processes in the study. Also, the use of a multidisciplinary team to diagnose participants in Pisacco et al (2018) aligned with the previous two studies. Consistent with the studies as mentioned above, Foley-Nicpon et al (2017) decided to conduct their research during an established 2-week long summer program.…”

Metacognition in adult ADHD: subjective and objective perspectives on self-awareness of cognitive functioning

“…Interestingly, a number of studies discussed the utility of metacognitive therapy in students (Teixeira Pisacco et al 2018;Thompson and Thompson 1998) and adults with ADHD (Solanto et al 2010;Teixeira Pisacco et al 2018;Thompson and Thompson 1998;Wasserstein and Lynn 2001), even though it had not been established yet whether deficits in metacognition really exist in adults with ADHD. One may raise the question to what extend these therapies indeed target and improve "metacognition" (Wells and Fisher 2011).…”

Revisão sistemática de estudos de avaliação de tecnologias educacionais para letramento e alfabetização de estudantes com Transtornos do Neurodesenvolvimento

“…Na faixa etária com o maior número de participantes, entre 11 e 13 anos, os diagnósticos foram mais variados (Dislexia, TDAH, Transtornos da Comunicação e TEA) e as tecnologias educações investigadas geralmente visaram a identificação de déficits relacionados à leitura (especialmente com a população com dislexia) ou o desenvolvimento de habilidades que melhorassem o desempenho na leitura e na escrita (e.g., Pisacco et al, 2018). Este resultado sugere que mais participantes estiveram em estudos de caráter remediativo, ou seja, quando uma dificuldade já foi ou está sendo identificada e se pretende contorná-la, do que em estudos com caráter preventivo.…”

“…Na comparação entre o grupo que recebeu apenas um dos tratamentos com o que recebeu uma combinação de ambos, os resultados indicaram que a intervenção conjunta ocasionou melhores desempenhos. Os autores concluíram que as características da escrita de narrativa que indicam organização do texto foram afetadas pelo trabalho com habilidades cognitivas (Pisacco et al, 2018).…”