Transtorno do déficit de atenção e hiperatividade: proposta de avaliação neuropsicológica para diagnóstico

Abstract

RESUMO -O Transtorno do déficit de atenção e hiperatividade (TDA/H) é caracterizado por padrão persistente de desatenção e/ou hiperatividade/impulsividade. O objetivo desta pesquisa foi propor uma bateria de avaliação neuropsicológica e analisar a precisão individual dos testes utilizados. O material compreendeu 10 crianças com TDA/H e 10 crianças sem queixas na faixa etária de 7 a 11 anos. Os critérios de inclusão foram: comportamentos típicos de TDA/H; diagnóstico positivo para TDA/H pelo DSM-IV; nível intelectual dentro da média ou superior; exame neurológico tradicional normal e autorização dos pais. Utilizou-se completa bateria neuropsicológica. Os resultados mostraram que as crianças com TDA/H apresentaram desempenho inferior em todos os testes. O item erros do WCST mostrou diferença estatística levemente significativa entre os grupos, sendo pior no grupo-caso. Concluímos que a bateria neuropsicológica contribuiu de maneira objetiva para o diagnóstico de TDA/H, apesar de não ter atingido níveis estatisticamente significativos na maioria dos testes.PALAVRAS-CHAVE: transtorno do déficit de atenção e hiperatividade, neuropsicologia. Attention deficit hyperactivity disorder: proposal of neuropsychological assessmentABSTRACT -Attention deficit hyperactivity disorder (ADHD) is characterized by a persistent pattern of inattention and/or hyperactivity/impulsivity. The aim of this research was to contribute more precisely to the diagnosis of ADHD, to propose a battery of neuropsychological assessment and to analyze the contribution of each test. We studied 10 matched pairs of children with ADHD and normal controls (7 to 11 years). Inclusion criteria were: presence of ADHD typical behavior, positive diagnosis of ADHD based on DSM-IV, normal IQ, normal neurological examination and parental consent. We used extensive neuropsychological battery. The results showed differential sensitivity for detection of attentional problems in children with ADHD, although most tests did not reach statistical significance. The item, errors, of WCST revealed statistically significant difference between the two groups: ADHD performance was inferior to controls . In conclusion the neuropsychological assessment battery used in this research contributed to the diagnosis of ADHD.

Neuropsychological differences between attention deficit hyperactivity disorder and control children and adolescents referred for academic impairment

“…15 This being the case, differences found in our study might be associated to our sample size that is larger than that used in other Brazilian studies. [7][8][9] Our study did not aim at investigating the impact of comorbidity in ADHD, and patients with comorbid disorders were excluded. However, our findings should be interpreted in light of certain limitations: 1) our sample came from a high socioeconomic background and our findings may therefore not be easily generalized to the overall Brazilian population; and 2) it is possible that different schools use different reasons and standards to identify academic impairment.…”

“…6 Some studies found no significant differences between ADHD and normal subjects in EFs scores, 7 whereas others found only slight differences. 8 However, Schmitz et al have found impaired performances in working memory (WM) and other EFs tasks in ADHD subjects when compared to a control group. 9 A meta-analytic review has suggested that EFs deficits are neither necessary nor sufficient to predict all cases of ADHD; also, some studies have suggested that neuropsychological deficits of ADHD individuals are not restricted to EFs domains.…”

Avaliação e diagnóstico do transtorno de déficit de atenção e hiperatividade (TDAH)

“…Alguns estudos têm apontado a importância da avaliação neuropsicológica no processo diagnóstico do TDAH (Amaral & guerreiro, 2001;guardiola, fuchs, & Rotta, 2000). Amaral e guerreiro (2001), ainda que não tenham encontrado diferenças entre o grupo com TDAH e o grupo-controle na bateria neuropsicológica que incluía instrumentos como o Winscousin, o WiSC-iii e CPTs, chegaram à conclusão de que a avaliação neuropsicológica contribuiu de forma objetiva para o processo diagnóstico.…”

Heuristics for User Interface Design in the Context of Cognitive Styles of Learning and Attention Deficit Disorder

“…This expert system called GuideExpert was expanded to include recommendations about profiles of users with learning disorder (TA), attention deficit disorder / hyperactivity (ADD / H) and advices on cognitive learning styles (ECAS). The learning disorder is defined where individuals can not develop as expected in appropriate age scholl [22], on the other hand the deficit of attention disorder/ hyperactivity and impulsivity [1]. In turn, the cognitive learning styles represent a categorization of the cognition particularities with their respective skills [21].…”